Journal of graduate medical education最新文献

{"title":"A Chance to Socialize.","authors":"Baila R Elkin","doi":"10.4300/JGME-D-25-00029.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00029.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"369-370"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12169009/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318218","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":"Intentional Incorporation of Diversity, Equity, and Inclusion Teaching in Ambulatory Education.","authors":"Laura K Byerly, Emily R Janetos","doi":"10.4300/JGME-D-24-00786.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00786.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"381-382"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12169052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318245","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":"RYSEFAX: A Virtual Recruitment Initiative Targeting Internal Medicine Fellowship Applicants Committed to Program Inclusion.","authors":"Zanthia Wiley, Jada Bussey-Jones, Jason Cobb, Mary Ann Kirkconnell Hall, Kimberly D Manning","doi":"10.4300/JGME-D-24-00304.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00304.1","url":null,"abstract":"<p><p><b>Background</b> Graduate medical education programs have implemented strategies to enhance recruitment of diverse applicants who value inclusive training environments, yet there are few published fellowship recruitment strategies. <b>Objective</b> To assess the acceptability and feasibility of a virtual recruitment and engagement program for internal medicine (IM) fellowship applicants. <b>Methods</b> In 2020, we developed a virtual recruitment program (RYSEFAX) centered on IM fellowship applicants. From 2020 to 2022, fellowship programs invited all self-declared underrepresented in medicine applicants who interviewed in their respective programs; since 2023, the program expanded to all interviewed applicants. Participants met with current fellows, faculty, and leadership in one-on-one sessions and groups. Program components included introduction to the department chair, discussions with fellowship and diversity, equity, and inclusion leaders, breakouts with current fellows, and conversations with mentor-mentee teams. Applicant participation rates, fellowship Match outcomes, and 2022-2023 participant surveys were used to examine perceptions of program value. <b>Results</b> From 2020 to 2023, 721 individuals were invited, 158 attended, and 50 (31%) matched with one of our fellowship programs. In 2022 and 2023 feedback surveys, respondents (n=22) indicated increased interest and ranking of one of our fellowship programs after RYSEFAX: 19 (86%) indicated that participation increased their likelihood of seeking employment with us, and all 22 ranked our institution following attendance. Open-ended feedback described perceptions that RYSEFAX strengthened our reputation as an inclusive training environment. <b>Conclusions</b> A virtual fellowship recruitment and engagement program for subspecialty medical fellowship programs is feasible and appears to positively influence applicant perceptions of the program.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"304-307"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168935/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318254","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":"Shark Tanking Climate-Positive Innovations During Resident Orientation.","authors":"Aaron Levy, Cheryl Courtlandt, Suzette Caudle, Eric Anderson","doi":"10.4300/JGME-D-24-00868.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00868.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"390-391"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12169033/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318255","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":"Strategies to Enhance GME Program Coordinator Job Satisfaction and Well-Being.","authors":"Stuart Slavin, Julie Beckerdite, April L McGuire, Linda Ortiz Morrison, Melanie Pigott, Carrie L Racsumberger, Evangelina Rangel, Bret Stevens, Ramona Tirado, Cynthia D Thompson, LaToya Wright","doi":"10.4300/JGME-D-25-00372.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00372.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"408-411"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12169040/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318256","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":"US Medical Student Geographic Preferences for Residency Applications in Light of the <i>Dobbs</i> Decision.","authors":"Cecilia Mastrogiacomo, Heidi Preis, Riya Patel, Lokesh Patil, Eva Swoboda","doi":"10.4300/JGME-D-24-00711.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00711.1","url":null,"abstract":"<p><p><b>Background</b> The <i>Dobbs v Jackson Women's Health Organization</i> decision has affected postgraduate medical education training programs. However, the degree to which it impacts residency location preferences is unknown. <b>Objective</b> To explore how background characteristics and psychological priming for abortion access influence medical students' residency location preferences. <b>Methods</b> From October to December 2023, US medical students at all training levels completed an online survey with (primed) or without (control) information emphasizing abortion access. The survey was distributed to 14 schools and via the social media platform X. Likelihood of applying to residency in 10 selected states (representing 4 abortion legality categories) was compared between primed and control groups and based on background characteristics using bivariate analysis and linear regression. <b>Results</b> The study was completed by 282 students. Response rate was not calculated due to unknown denominator. Mean likelihood of applying to residency where abortion is legal and protected (65.5±21.8) versus unprotected (47.3±30.1), gestationally limited (37.3±24.8), and banned (24.4±21.5) significantly differed from each other (<i>P</i>=.001). Control and primed groups did not differ in mean likelihood of applying to these legality categories (<i>P</i>>.05). Higher likelihood was observed among men applying to \"gestationally limited\" (34.7±23.4 vs 42.6±26.9, <i>P</i><.01) and \"banned\" (21.5±18.2 vs 29.8±25.5, <i>P</i><.01) states, and among those morally opposed to abortion (gestational limit, 34.8±23.7 vs 46.7±26.7, <i>P</i><.001; banned, 20.5±18.4 vs 39±25.7, <i>P</i><.001) or uninterested in reproductive medicine (gestational limit, 39.5±25.1 vs 30.1±22.4, <i>P</i><.01; banned, 25.9±21.8 vs 19.2±19.7, <i>P</i><.05). Higher likelihood of applying to \"legally protected\" states was observed among democrats (69.4±18.9 vs 57.7±25.4; <i>P</i><.001) and fourth-year students (69.03±22.09; <i>P</i><.05). <b>Conclusions</b> State preferences for residency applications were impacted by various background characteristics, but not by psychological priming.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"330-337"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168973/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318264","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 Eulogy for the Primary Care Physician.","authors":"Forrest Bohler, David Blumenthal","doi":"10.4300/JGME-D-25-00110.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00110.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"371-372"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318219","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":"Examining Gender-Based Differences in Quantitative Ratings and Narrative Comments in Faculty Assessments by Residents and Fellows.","authors":"Jessica Hane, Vivien Lee, You Zhou, Taj Mustapha, Susan M Culican, G Nic Rider, Paul R Sackett, Michael J Cullen","doi":"10.4300/JGME-D-24-00627.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00627.1","url":null,"abstract":"<p><p><b>Background</b> Learner assessments of faculty are widespread in medicine, yet concerns are growing about possible biases in these assessments and their associations with gender disparities. <b>Objective</b> To investigate gender-based differences in how residents and fellows describe faculty (rater effect) and how faculty are described (ratee effect) in faculty assessments, and their associations with teaching effectiveness ratings. <b>Methods</b> We analyzed 2164 trainee assessments of University of Minnesota Medical School faculty from 2019 to 2023 with trainee and faculty gender information and narrative comments. Using natural language processing, we categorized words and 2-word groups (n-grams) into communal (eg, caring, kind), standout (eg, outstanding, amazing), and agentic/ability (eg, assertive, controlling) groups. We examined gender-based differences in n-grams used by trainees (rater effect) and received by faculty (ratee effect), and relationships between n-gram and teaching effectiveness ratings. <b>Results</b> Women trainees used more communal (rater effect, incidence rate ratio [IRR]=1.36; 95% CI, 1.27-1.47), standout (IRR=1.20; 95% CI, 1.08-1.34), and agentic/ability words (IRR=1.37; 95% CI, 1.26-1.49; <i>P</i><.001) than men trainees. Women faculty received fewer agentic/ability words than men faculty (ratee effect, IRR=0.83; 95% CI, 0.77-0.90; <i>P</i><.001). Women trainees used fewer communal words when describing women faculty (interaction effect, IRR=0.84; 95% CI, 0.73-0.98; <i>P</i><.05). Teaching effectiveness ratings correlated with faculty n-gram word frequency in standout (men: <i>r_s</i> =0.29, women: <i>r_s=</i>0.28, <i>P</i><.001) and communal categories (men: <i>r_s</i> =0.23, <i>P</i>=.003; women: <i>r_s=</i>0.22, <i>P</i>=.01). <b>Conclusions</b> Women trainees used more communal, standout, and agentic/ability descriptors, while women faculty had fewer agentic/ability descriptors. Women trainees used fewer communal words when describing women faculty. Standout and communal word frequency predicted teaching effectiveness ratings for both genders.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"338-346"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318241","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":"To the Editor: In Expectation of a More Evidence-Informed Perspective on Emergency Medicine Education.","authors":"Kene A Chukwuanu, Cole Burkhartsmeier, Craig Krausz","doi":"10.4300/JGME-D-25-00151.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00151.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"406-407"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12168961/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318262","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":"Interactive Teaching Strategies for Accreditation Success: Insights From a Canadian Residency Program.","authors":"Tessa Hanmore, Allie Singers","doi":"10.4300/JGME-D-24-00814.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00814.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 3","pages":"392-393"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12169047/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318246","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}