Journal of graduate medical education最新文献

{"title":"Implementing the Promotion in Place Model of Competency-Based Time-Variable Graduate Medical Education in Pathology.","authors":"Maria Martinez-Lage, Mary Ellen J Goldhamer, Martin V Pusic, John A Branda, Debra F Weinstein, W Stephen Black-Schaffer, John Patrick T Co","doi":"10.4300/JGME-D-24-00664.1","DOIUrl":"10.4300/JGME-D-24-00664.1","url":null,"abstract":"<p><p><b>Background</b> Promotion in Place (PIP) is a competency-based time-variable graduate medical education innovation model developed at Mass General Brigham and not previously tested for feasibility, acceptability, or outcomes. <b>Objective</b> To assess early PIP outcomes in the Massachusetts General Hospital (MGH) pathology residency program. <b>Methods</b> Approved by the American Board of Pathology, PIP was launched in 2021. The Clinical Competency Committee developed and implemented explicit graduation criteria. Trainees meeting criteria who chose early graduation became credentialed, board-eligible junior attendings at MGH in a period of \"sheltered independence\" and were assessed using the Focused Professional Practice Evaluation. PIP sheltered independence (PIP-SI) participation rates, time, and activities were followed. We also assessed board pass rates, Milestones, and patient safety reports for all residents. We measured additional participant time and resources. <b>Results</b> Over 4 years, 24 of 30 (80%) residents qualified for PIP-SI, 17 of 24 (71%) accepted, and 7 of 24 (29%) declined. Eleven of 17 (65%) had a period of sheltered independence as junior attendings (median 9 weeks [range 5-24 weeks]) in various anatomic and clinical pathology roles. Of 6 eligible residents not participating, 4 took a leave of absence, and 2 experienced licensing or visa delays. All residents passed their board examinations on the initial attempt and none had concerns identified through patient safety reports. Time and resource requirements were acceptable to stakeholders. <b>Conclusions</b> Most residents met criteria for PIP-SI and accepted, demonstrating high acceptability. PIP-SI was feasible with implementation into standard workflows over 4 years. PIP-SI attendings had no adverse outcomes identified.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"64-71"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095106","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":"Large Language Model-Augmented Strategic Analysis of Innovation Projects in Graduate Medical Education.","authors":"Abigail Ford Winkel, Jesse Burk-Rafel, Kyla Terhune, Brian T Garibaldi, Ami L DeWaters, John Patrick T Co, John S Andrews","doi":"10.4300/JGME-D-24-00367.1","DOIUrl":"10.4300/JGME-D-24-00367.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"6-9"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095190","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":"Systems-Based Practice and Health Systems Science in Graduate Medical Education: Recommendations for Embracing This Critical Core Competency.","authors":"Ami L DeWaters, Rob Cooney, Jed D Gonzalo, Victoria Gorski, Erin Goss, Jung G Kim, Catherine C Skae","doi":"10.4300/JGME-D-24-00571.1","DOIUrl":"10.4300/JGME-D-24-00571.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"48-52"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080499/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095203","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":"Training More Physicians for Medically Underserved Communities: The Power of Regional Medical Education Collaboratives Across the Training Continuum.","authors":"Melody L Tran-Reina, Joyce Hollander-Rodriguez, Tonya L Fancher, Caroline Roberts, John Patrick T Co, Catherine L Coe","doi":"10.4300/JGME-D-24-00476.1","DOIUrl":"10.4300/JGME-D-24-00476.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"19-23"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080496/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095206","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":"Integration of Interprofessional Education Into Routine Resident Practice: 2 Cases of Successful Implementation.","authors":"Catherine C Skae, Victoria Gorski, Anna Flattau, Manaslu Gurung, Kalli Varaklis, Sarah Hallen","doi":"10.4300/JGME-D-24-00418.1","DOIUrl":"10.4300/JGME-D-24-00418.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"24-27"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095145","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":"Lessons From Reimagining Residency and the Future of Innovation in Graduate Medical Education.","authors":"John S Andrews, Betsy Shea, Sally A Santen, Judee Richardson","doi":"10.4300/JGME-D-25-00041.1","DOIUrl":"10.4300/JGME-D-25-00041.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"72-75"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095194","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":"How Data Analytics Can Be Leveraged to Enhance Graduate Clinical Skills Education.","authors":"Brian T Garibaldi, McKenzie Hollon, Michelle I Knopp, Abigail Ford Winkel, Jesse Burk-Rafel, Holly A Caretta-Weyer","doi":"10.4300/JGME-D-24-00776.1","DOIUrl":"10.4300/JGME-D-24-00776.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"37-41"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080502/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095072","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":"Avoiding the Storm: Recommended Practices for Building Cross-Institutional Teams and Collaboration in Graduate Medical Education.","authors":"Catherine L Coe, Melody L Tran-Reina, Ami L DeWaters, Jimmy L Stewart, Brian T Garibaldi, Heather N Tarantino, Tonya L Fancher","doi":"10.4300/JGME-D-24-00498.1","DOIUrl":"10.4300/JGME-D-24-00498.1","url":null,"abstract":"<p><p>Visual Abstract.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"32-36"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080495/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095141","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":"Change Management and Innovation in Graduate Medical Education.","authors":"Holly A Caretta-Weyer, Catherine L Coe, John Patrick T Co, Tonya L Fancher, Maya M Hammoud, Ami L DeWaters","doi":"10.4300/JGME-D-24-00576.1","DOIUrl":"10.4300/JGME-D-24-00576.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"42-47"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080500/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095150","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":"Implementing the 5 Core Components of Competency-Based Medical Education in US Emergency Medicine Residency Programs.","authors":"Holly A Caretta-Weyer, Benjamin H Schnapp, Charles A Brown, Abra Fant, Michael A Gisondi, Charles W Kropf, Matthew Magda, Matthew Pirotte, Kevin R Scott, Lalena M Yarris","doi":"10.4300/JGME-D-24-00639.1","DOIUrl":"10.4300/JGME-D-24-00639.1","url":null,"abstract":"<p><p><b>Background</b> As graduate medical education programs implement competency-based medical education (CBME) approaches, many specialties struggle to adopt this paradigm in a way that successfully incorporates the 5 core components of CBME. <b>Objective</b> To develop and implement the 5 core components of CBME within 8 US emergency medicine (EM) residency programs and assess acceptability and feasibility. <b>Methods</b> We designed an intervention to implement the 5 core components of CBME: (1) an outcomes framework; (2) developmental progression; (3) tailored learning experiences; (4) competency-focused instruction or coaching; and (5) programmatic assessment. A consensus process to develop the framework and developmental trajectory was followed and included the development and deployment of programmatic assessment, coaching programs, and individualized learning plans using a shared model for implementation. We implemented the intervention beginning in August 2021. We surveyed site implementation leads about its feasibility and acceptability. <b>Results</b> The survey response rate was 100% (8 of 8). Estimated time required for the project intervention was 2 to 15 hours per month and 4 to 21.4 hours per month for the program coordinator and program leadership, respectively, with no additional salary provided. Residents and faculty received brief training about the CBME program (0.25 to 1 hours for residents and 0.5 to 1 hour for faculty), with periodic reminders afterward. Site leads perceived mixed acceptability from residents and faculty. Perceived challenges to implementation included resistance to change, time limitations, faculty discomfort with providing written assessment data, and difficulties navigating institutional barriers to technology-enhanced data collection. <b>Conclusions</b> CBME was estimated to require manageable time for program staff and leadership, with mixed acceptability from residents and faculty.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"57-63"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080492/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095100","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}