MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Academic Career Exploration: Learner Opportunities Through the Office of Faculty Affairs.","authors":"Raymond Lucas, Nicholas Brutus, Guadalupe Federico-Martinez, Chloe Soremekun, Mekbib Gemeda, Jose Rodriguez, Janet Townsend, Edward Callahan, John Paul Sánchez","doi":"10.15766/mep_2374-8265.11460","DOIUrl":"10.15766/mep_2374-8265.11460","url":null,"abstract":"<p><strong>Introduction: </strong>Early exposure to medical school offices can help to facilitate interest in academic medicine and senior leadership positions. This workshop provides an overview of the roles, responsibilities, and activities within the Office of Faculty Affairs (OFA) and highlights opportunities for trainee engagement and leadership.</p><p><strong>Methods: </strong>The Kern model was applied in the design of a 60-minute interactive module for medical students. The module consisted of a didactic portion overviewing OFA roles and responsibilities. Learners were engaged through reflection exercises and case discussions on how trainees could develop competencies through engagement with the OFA, including contributing to faculty grievance and promotion processes. A summary sheet was created to explicitly describe faculty leadership competencies potentially developed by medical students through faculty affairs-related activities.</p><p><strong>Results: </strong>The module was presented at five conferences, and 45 participants responded to the workshop evaluation forms. A comparison of pre- and postworkshop responses showed a statistically significant increase in perceived knowledge in identifying leadership opportunities for trainees to become engaged through the OFA and in listing skills that are important for an OFA dean.</p><p><strong>Discussion: </strong>Medical trainees not only can benefit from gaining awareness of opportunities for engagement through the OFA but also have the ability to gain foundational skills and competencies to eventually serve as OFA leaders. This workshop provides an early exposure to the OFA for trainees and an opportunity to realize a potential career in academic medicine beyond the faculty role.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11460"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11525038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Determinants of Health Curriculum for the Pediatric Clerkship.","authors":"Caroline Roth, Amy Prudhomme, Kayla Griese, Robbie Beyl, Jessica Patrick-Esteve","doi":"10.15766/mep_2374-8265.11458","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11458","url":null,"abstract":"<p><strong>Introduction: </strong>Education on social determinants of health (SDH) aligns with national standards for medical education. However, there are minimal existing resources targeted to medical students specific to the care of the pediatric population. We designed a case-based curriculum on SDH for third-year medical students on their pediatric clerkship to address this deficit.</p><p><strong>Methods: </strong>Third-year medical students on their pediatric clerkship received a case-based flipped classroom educational series on SDH in four 10-minute segments. Students completed voluntary and anonymous surveys delivered via an electronic survey tool before and after completion of the curriculum. Surveys were a self-assessment of knowledge and skills related to SDH in pediatrics and analysis of a pediatric case.</p><p><strong>Results: </strong>One hundred sixty-seven third-year medical students completed the curriculum during their pediatric clerkship. Pre- and postsurvey response rates were 50% and 39%, respectively, for the self-assessment and 51% and 38%, respectively, for the case analysis components of the survey. Students demonstrated statistically significant improvement in knowledge and skills regarding SDH. After completion of the curriculum, students were more likely to identify SDH as factors contributing to the patient's health status and to propose questions targeted at SDH they would ask the patient or family when presented with a pediatric case.</p><p><strong>Discussion: </strong>A case-based curriculum on SDH using a multisession flipped classroom approach advanced student knowledge and skills regarding SDH in the pediatric context. The curriculum has the potential for expansion to other institutions and to serve as a model for other subspecialties.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11458"},"PeriodicalIF":0.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11518917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serratus Anterior Plane Block Remote Learning Curriculum.","authors":"Gabriel Weingart, Di Coneybeare","doi":"10.15766/mep_2374-8265.11454","DOIUrl":"10.15766/mep_2374-8265.11454","url":null,"abstract":"<p><strong>Introduction: </strong>Regional anesthesia aids in management of acute pain in the emergency department, but many emergency physicians remain inadequately trained. Further complicating medical education, our academic center continues to use remote learning as the primary setting for residency didactics. This project aims to create a remote conference session on ultrasound-guided serratus anterior plane blocks (USG-SAPB).</p><p><strong>Methods: </strong>We used the ADDIE (analyze, design, develop, implement, evaluate) model for curricular design, with emergency medicine residents as our intended learners. For the analyze element, we examined clinical need and resident program evaluation feedback. For design, we utilized best practices for remote learning, principles of mental rehearsal, and multimodal instructional theory. For develop, we completed recruitment of faculty leads, materials, and beta testing of each component. We implemented our 50-minute session on the videoconferencing platform Zoom. For evaluate, we created a program evaluation survey based on Kirkpatrick's evaluation model.</p><p><strong>Results: </strong>Seventeen learners completed the evaluation. For Kirkpatrick level 1, 94% reported being very or extremely satisfied. For Kirkpatrick level 2, 91% ranked their presession confidence level in performing USG-SAPB as not at all or slightly confident, compared to the postsession, where 88% ranked themselves as moderately, very, or extremely confident. For Kirkpatrick level 3, 94% reported that they would incorporate at least a moderate amount of content into clinical practice.</p><p><strong>Discussion: </strong>This remote learning session on USG-SAPB demonstrated high levels of learner satisfaction, improvement in learner confidence, and potential to impact learners' clinical practice. Future studies can elucidate patient outcomes related to educational sessions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11454"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11502517/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recognizing and Responding to Overt Racism Towards Medical Trainees: Using the IRES Tool and Scripted Language.","authors":"Shauna M Gibbons, Kelli E Krase, Lindy H Landzaat, Lori A Spoozak","doi":"10.15766/mep_2374-8265.11453","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11453","url":null,"abstract":"<p><strong>Introduction: </strong>Medical educators feel ill equipped to respond to racism directed towards trainees. Available tools for responding to microaggressions rely on clarifying questions or aligning with the aggressor, which may add to the harm experienced by the target. We aimed to provide methods for faculty to recognize and respond to overt racism so that trainees feel supported in the clinical learning environment.</p><p><strong>Methods: </strong>We created a faculty development workshop with didactic and experiential learning components based on Kolb's theory for program leadership to teach how to respond when racism was directed towards trainees. In the didactic session, we shared the IRES (identify, respond, end, support) tool we created to respond to overt racism. Participants took part in two small-group case-based practice sessions with group debriefing, followed by a postsession survey.</p><p><strong>Results: </strong>Over 2 years, we held two sessions with a total of 43 faculty participants. Postsession survey response rate was 74% and showed a 1-point Likert-scale median increase (<i>p</i> < .001) in ability to distinguish the strategies for addressing overt racism versus microaggressions, confidence in responding to microaggressions versus overt racism, and ability to debrief learners. The majority of participants noted that scripted language was a valuable tool to promote upstander behavior.</p><p><strong>Discussion: </strong>Participants appreciated this novel framework for responding to racism directed at trainees in the learning environment. Providing scripted language and being able to practice in a safe environment were particularly important. This training can be adapted to include residents, fellows, and other disciplines.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11453"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11500618/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Gender-Affirming Care in a Medical Spanish Endocrine System Curriculum.","authors":"Alexandra Lopez Vera, Joshua Ahmad, Catania Ramos, Katrina Kao, Alexander Flores","doi":"10.15766/mep_2374-8265.11456","DOIUrl":"10.15766/mep_2374-8265.11456","url":null,"abstract":"<p><strong>Introduction: </strong>With a growing Hispanic population in the United States, medical education is adapting to provide the necessary language skills and cultural competence for effective health care. However, the incorporation of gender-affirming care in the context of medical education for Hispanic populations requires further emphasis.</p><p><strong>Methods: </strong>This curriculum presented a 3-week medical Spanish endocrine system module designed for first-year medical students. The module aimed to enhance students' ability to communicate effectively with Spanish-speaking patients about endocrine health while integrating principles of gender-affirming care. It included classroom sessions, standardized patient practice, and clinical practice with peer tutors. Pre- and postmodule surveys and assessments were conducted to evaluate the module's effectiveness.</p><p><strong>Results: </strong>Out of 76 participants, 72 completed the postmodule evaluation. Survey results indicated significant increases in confidence levels across various aspects of patient interaction in Spanish, with statistically significant gains observed in all assessed areas. Knowledge test outcomes revealed enhanced proficiency in Spanish terminology related to the endocrine system, with scores increasing from an average of 22.3 premodule to 25.7 postmodule (<i>p</i> = .002), as measured by the paired <i>t</i> test. Additionally, students performed well in the diabetic consultation objective structured clinical examination station, with a high mean score of 86%, surpassing the satisfactory threshold.</p><p><strong>Discussion: </strong>This curriculum highlights the success of a comprehensive educational approach in expanding medical students' language proficiency and ability to provide gender-affirming care to address health care disparities and improve patient outcomes among diverse populations.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11456"},"PeriodicalIF":0.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11496385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Resident Narrative Medicine Curriculum to Promote Professional Identity Development: Story-Based Sessions Grounded in Narrative Learning Theory.","authors":"Michelle Silver, Farah Hussain","doi":"10.15766/mep_2374-8265.11446","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11446","url":null,"abstract":"<p><strong>Introduction: </strong>Empathy, reflection, and social connectedness are important skills for physician identity development and are increasingly challenged by burnout. Humanities-based interventions like narrative medicine (NM) are emerging in medical education to promote these skills. Only 17% of such initiatives target graduate medical learners. Furthermore, interventions are inconsistent in approach and theory representation. NM uses story-based learning to promote reflection and group discussion. Inspired by narrative learning theory, we developed NM sessions for residents to foster healthy identity development.</p><p><strong>Methods: </strong>Ninety-minute sessions were integrated into curricula for PGY 1-PGY 3 internal medicine-primary care residents at two large academic centers. Sessions involved engagement with a narrative source (stories, poems, art), personal reflection, and group discussion. Topics ranged from burnout to difficult patients. Participants completed anonymous postsession surveys assessing satisfaction, attitudes, and skills.</p><p><strong>Results: </strong>Fifteen sessions occurred from 2021 to 2023, with three to 10 residents per session. Fifty residents completed between one and four sessions, with 68 survey responses (response rate: 88%). Over 95% ranked 4-5 out of 5 for overall impression (<i>n</i> = 67) and personal value (<i>n</i> = 65) of sessions. Sessions were highly enjoyable (<i>M</i> = 4.8), with mean scores of >4 out of 5 for impact on wellness, appreciation of work values, social connectedness, and patient care.</p><p><strong>Discussion: </strong>NM sessions demonstrated measurable improvements in several domains of professional performance including wellness, job satisfaction, and patient care, while promoting camaraderie and emotion processing. Our materials offer tremendous potential for promoting healthy identity formation.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11446"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11493853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Multimodal Educational Boot Camp for Training Fellows in Pediatric Extracorporeal Membrane Oxygenation (ECMO).","authors":"Yujin Park, Gail Hocutt, Elizabeth Wetzel, Nathan Swinger, Kellie Pearson, Kamal Abulebda, Brian Gray","doi":"10.15766/mep_2374-8265.11455","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11455","url":null,"abstract":"<p><strong>Introduction: </strong>Pediatric extracorporeal membrane oxygenation (ECMO) management presents unique challenges in acute care settings, requiring specialized expertise to manage critically ill children. Medical and surgical fellows often manage these patients, but prior residency training rarely provides sufficient ECMO exposure. We developed and evaluated a multimodal pediatric ECMO boot camp for new fellows.</p><p><strong>Methods: </strong>This boot camp was implemented during 5-hour sessions in August 2021, August 2022, and August 2023. The curriculum included a 45-minute introductory didactics session, 30-minute hands-on circuit demonstration, and four 30-minute small-group activity stations. To assess knowledge acquisition, pre- and posttests were administered; participants also completed a post-boot camp survey to evaluate their confidence and provide feedback.</p><p><strong>Results: </strong>Forty-nine participants completed the boot camp, including 18 critical care, four cardiology, 11 pediatric surgery, 12 cardiothoracic surgery, and four pediatric emergency medicine fellows. Pre- and posttests demonstrated significant improvement in knowledge of ECMO circuit components and pressures (56% vs. 76%, <i>p</i> < .001). All of our participants agreed or strongly agreed that participating in the boot camp increased their confidence in troubleshooting ECMO emergencies. The inclusion of fellows from various clinical disciplines, offering a rich diversity of perspectives, was particularly valued by participants.</p><p><strong>Discussion: </strong>Our results demonstrate the feasibility and effectiveness of establishing a pediatric ECMO boot camp to train new surgical and medical fellows. The curriculum not only improved ECMO knowledge but also boosted learners' confidence in managing ECMO-related challenges.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11455"},"PeriodicalIF":0.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11485016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing Honest Assessment and Compassion for Learners Experiencing Burnout: A Workshop and Feedback Tool for Clinical Teachers.","authors":"Gal Barak, Dana Foradori, H Barrett Fromme, Linessa Zuniga, Andrea Dean","doi":"10.15766/mep_2374-8265.11449","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11449","url":null,"abstract":"<p><strong>Introduction: </strong>Burnout in medical trainees challenges their work effectiveness and impedes their ability to learn. Teachers in the clinical learning environment (CLE) are well situated to identify burnout and are often responsible for learner assessment.</p><p><strong>Methods: </strong>We developed a workshop to improve clinical teachers' identification and understanding of learner burnout while empowering them to provide constructive feedback and support. Building on best-practice feedback techniques and utilizing the Maslach Burnout Inventory (MBI) as a framework, we designed the GetINBurnOUT method to provide feedback and support for learners experiencing burnout. Applying Kern's six-step approach to curriculum development, we created and implemented a workshop for clinical teachers centered on advanced burnout knowledge, application of the MBI to the CLE, and use of the GetINBurnOUT feedback method. Kolb's experiential learning theory informed workshop activities such as group discussion, case practice, and self-reflection. Participants completed surveys immediately after the workshop to assess planned behavior.</p><p><strong>Results: </strong>We delivered the workshop eight times at local, regional, and national faculty development programs/conferences to over 188 participants. Participants rated the workshop favorably, with average scores of 4.5-4.8 out of 5 across all domains and program objectives; all participants planned to make a change to their practice. Positive comments emphasized the topic's importance and the GetINBurnOUT tool's practicality.</p><p><strong>Discussion: </strong>This workshop can enhance clinical teachers' understanding of burnout and provide them with the tools to address it in the CLE. The GetINBurnOUT method offers a practical approach for providing honest assessments while supporting learners in the CLE.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11449"},"PeriodicalIF":0.0,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11473647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coachability: A Longitudinal Curriculum to Promote Medical Students' Growth Mindset, Feedback Utilization, and Resilience.","authors":"Gabriella Tison-Brandon, Mary Dickerson, Laryn Sapetti, Raquel Johnson, Anna T Cianciolo","doi":"10.15766/mep_2374-8265.11450","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11450","url":null,"abstract":"<p><strong>Introduction: </strong>The concept of medical student coachability, adapted from athletics and business management, offers a framework for characterizing students' roles as clinical learners. We defined coachability as effectively seeking, receiving, and using feedback-even negative feedback-to change behavior and reach learning goals. To facilitate success in our clinical clerkships, we sought to empower preclerkship students' capacity to be coached.</p><p><strong>Methods: </strong>Our curriculum comprised two large-group presentations and three small-group seminars totaling approximately 5 hours, distributed over 2 years: a year 1 orientation, a year 2 refresher, and a longitudinal year 2 seminar series. Medical students designed and first implemented the curriculum under faculty supervision in academic year (AY) 2015-2016 and have continuously managed and run it since. The AY 2022-2023 curriculum management team evaluated the curriculum cross-sectionally via student survey and focus groups.</p><p><strong>Results: </strong>Approximately 575 students have completed the curriculum since 2015. Immediately following curriculum delivery, AY 2022-2023 year 2 students (response rate: 70%-97%) rated it a valuable educational experience and described plans to implement the lessons learned in their clerkship. Focus group participants (eight clerkship students who participated in the coachability curriculum in AY 2021-2022) reported using coachability strategies to positive effect for their clinical learning and well-being.</p><p><strong>Discussion: </strong>Our curriculum's flexible, modular format facilitates adoption by others. Future development could expand coachability offerings across the continuum of medical school. However, the curriculum should remain led by students passionate about medical education and willing to try new things to continuously adapt content and instructional strategies.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11450"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467082/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical Error: Using Storytelling and Reflection to Impact Resident Error Response Factors.","authors":"Sherry Adkins, Peter Reynolds, Kelly Rabah, Stacy Flowers","doi":"10.15766/mep_2374-8265.11451","DOIUrl":"10.15766/mep_2374-8265.11451","url":null,"abstract":"<p><strong>Introduction: </strong>Medical error is common and has a significant impact on physicians, learners, and patients' perception of the medical system; however, residents receive little formal training on this topic. This curriculum aims to foster sharing of personal medical error stories, review and practice error management and coping strategies, and impact error response factors.</p><p><strong>Methods: </strong>Faculty identified factors related to effective physician error management and recovery in order to develop a targeted curriculum for family medicine residents. The curriculum consisted of three 1-hour didactic sessions in a medium-sized, urban program. Instructional methods included guided reflection after mentor storytelling, small-group discussion, role-play, and self-reflection.</p><p><strong>Results: </strong>Twenty-two out of 30 (73%) residents completed the premodule survey, and 15 out of 30 (50%) residents completed the post module survey. Fewer than half of residents reported they knew what to do when faced with medical error, but this increased to 93% after curriculum delivery, as did rates of reported error story sharing. Resident reported self-efficacy (<i>I can be honest about the errors I make as a doctor.</i>) and self-awareness (<i>I acknowledge when I am at increased risk for making errors</i>) also increased following the curriculum.</p><p><strong>Discussion: </strong>Family medicine residents are receptive to learning from peers and mentors about error management and recovery. A brief curriculum can impact the culture around disclosure and support. Future iterations should focus on the impact of targeted curricular interventions on patient-oriented outcomes related to medical error.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11451"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466310/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}