Journal of graduate medical education最新文献

{"title":"A Systematic Review of Virtual Subinternships in Surgical Education: Impact on Curriculum Delivery and Learner Outcomes.","authors":"Olivia La Monte, Andrew Yousef, Deborah Watson","doi":"10.4300/JGME-D-24-00381.1","DOIUrl":"10.4300/JGME-D-24-00381.1","url":null,"abstract":"<p><p><b>Background</b> The COVID-19 pandemic forced an abrupt reevaluation of traditional subinternship models in surgical education, with the adoption of virtual subinternships (VSIs) emerging as a prominent response. This review assesses VSIs as a cost-effective, equitable alternative, especially as virtual education continues since the end of the Federal COVID-19 Public Health Emergency and may be crucial in future crises. <b>Objective</b> Our research question asks how curriculum delivery, learner outcomes, and interpretation of program fit occur within the VSI model. <b>Methods</b> A thorough systematic review was conducted across multiple databases, including PubMed, Web of Science, Google Scholar, and Embase, adhering to PRISMA guidelines, and spanning publications in English from January 2020 to June 2023. Studies were selected based on review of VSI curriculum content, delivery formats, evaluation techniques, and student outcomes. Exclusion criteria encompassed non-original research or articles lacking comprehensive curriculum descriptions and associated outcomes. We assessed bias in study selection through independent double review and synthesized findings using thematic analysis. <b>Results</b> Of 1436 articles, 13 met the inclusion criteria. They encompassed a range of surgical fields and highlighted the diverse approaches to VSI implementation. Key themes included the integration of interactive learning sessions, balance between imparting knowledge and program familiarization, and mixed methods of program evaluation. Despite high student satisfaction reported, faculty feedback indicated it was difficult to provide an evaluation of student skills in this context and more challenging to assess students' fit for residency programs. <b>Conclusions</b> VSIs were effective in delivering curriculum and engaging learners, highlighting diverse implementation approach challenges in assessing student skills and program fit.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"38-47"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838050/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469032","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":"Addressing Physician Shortages in the United States With Novel Legislation to Bypass Traditional Training Pathways: The Fine Print.","authors":"Sawsan Abdel-Razig, James K Stoller","doi":"10.4300/JGME-D-24-00591.1","DOIUrl":"10.4300/JGME-D-24-00591.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"16-19"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838062/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469044","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":"2025 ACGME Award Recipients.","authors":"","doi":"10.4300/JGME-D-25-00034.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00034.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"130-131"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838058/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143468371","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":"Medicine's Sorting Hat.","authors":"Eleanor R Menzin","doi":"10.4300/JGME-D-24-00794.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00794.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"103-104"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838047/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469331","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 Universal Cue.","authors":"Jeanie Gribben, Nekee Pandya","doi":"10.4300/JGME-D-24-00574.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00574.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"105-106"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838046/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469038","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":"Aligning Graduate Medical Education With the Health Care Needs of Abu Dhabi: One Decade After the Restructuring Initiative.","authors":"Hatem Alameri","doi":"10.4300/JGME-D-24-00750.1","DOIUrl":"10.4300/JGME-D-24-00750.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"23-27"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469201","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":"International Clinical Learning Environment Pathways to Excellence: Executive Summary.","authors":"Kevin B Weiss, James A Arrighi, Robin Wagner","doi":"10.4300/JGME-D-25-00027.1","DOIUrl":"10.4300/JGME-D-25-00027.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"126-129"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838063/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469321","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":"Leading From the Middle Empowers GME Leaders.","authors":"Nancy D Spector, Jillian S Catalanotti, Donald W Brady, Karen Law, Deborah Simpson","doi":"10.4300/JGME-D-24-01025.1","DOIUrl":"10.4300/JGME-D-24-01025.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"101-102"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469325","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 Catch a Catfish: A Cautionary Tale of Internet Unprofessionalism.","authors":"Ruchi Kaushik, Matthew Sattler, Vaibhav Bhamidipati, Hollie Statzer, Jennifer Vu, Adam D Wolfe","doi":"10.4300/JGME-D-24-00629.1","DOIUrl":"10.4300/JGME-D-24-00629.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"20-22"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469383","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":"Ready or Not, Here We Come: A Qualitative Study of the Transition From Graduate Medical Education to Independent Practice.","authors":"Gretchen Diemer, Timothy Kuchera, Jillian Zavodnick, Rosemary Frasso, Rebecca Jaffe","doi":"10.4300/JGME-D-24-00338.1","DOIUrl":"10.4300/JGME-D-24-00338.1","url":null,"abstract":"<p><p><b>Background</b> The transition from graduate medical education (GME) into independent practice is challenging for new attendings despite achieving \"readiness for practice,\" by Accreditation Council for Graduate Medical Education (ACGME) Milestones. Most medical literature on this transition is specialty-specific and rarely involves assessment of new-to-practice attendings (NTPAs). <b>Objective</b> Lack of attending readiness results in compromised patient care. To inform GME leaders and managers, we sought to identify areas of struggle for NTPAs across specialties. With this information, we hope to spur national GME curriculum evolution, better support our NTPAs, and ultimately provide better patient care. <b>Methods</b> Qualitative freelisting was used in 2021 to explore how NTPAs, educational program leaders, and managers perceive the transition struggles. Response lists were collected electronically, then cleaned and categorized by the research team using iterative inductive combination of similar concepts. Salience index scores (Smith's S) were calculated and plotted graphically to identify inflection points for each group, above which domains were deemed salient. <b>Results</b> One hundred eighty-six participants completed surveys, yielding 518 individual responses and a response rate of 34%. Of the ACGME competencies, systems-based practice domains were most frequently salient, including \"workload\" and \"billing.\" \"Confidence,\" \"supervision,\" \"work-life balance,\" \"decision-making,\" and \"time management\" were salient struggles in all groups. Each group had domains only achieving salience for them. Professional development domains including \"confidence,\" \"imposter syndrome,\" and \"culture\" achieved salience in different groups. <b>Conclusions</b> This study identifies domains of struggle for NTPAs, which fall outside ACGME competency frameworks including workload, new environments, and professional development. Domains identified by NTPAs, program leaders, and managers were not identical.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"71-80"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469421","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}