Journal of graduate medical education最新文献

{"title":"Improving the Transition From Medical School to Residency in Obstetrics and Gynecology: Lessons Learned and Future Directions.","authors":"Maya M Hammoud, David A Marzano, Helen K Morgan, AnnaMarie Connolly, Erika Banks, Eric Strand, Karen George, Arthur T Ollendorff, John L Dalrymple, Abigail Ford Winkel","doi":"10.4300/JGME-D-24-00580.1","DOIUrl":"10.4300/JGME-D-24-00580.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"15-18"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095124","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":"Program Evaluation for Graduate Medical Education: Practical Approaches From the Reimagining Residency Evaluation Community of Practice.","authors":"Judee Richardson, Lalena M Yarris, Patricia A Carney, Erin Goss, Melissa I Zelaya, Helen K Morgan, Fei Chen, Julie A Schumacher, Paul O'Rourke, Colleen Gillespie, Britta M Thompson, Mary Ellen J Goldhamer","doi":"10.4300/JGME-D-24-00492.1","DOIUrl":"10.4300/JGME-D-24-00492.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"53-56"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080493/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095197","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":"Welcome to the JGME Reimagining Residency Supplement.","authors":"Arianne Cuff Baker, M Douglas Jones, Dink Jardine, Nikhil Goyal","doi":"10.4300/JGME-D-25-00302.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00302.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095207","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":"Seven Tips for Successfully Operationalizing GME Innovations at the System Level: The iPACE Experience.","authors":"Kalli Varaklis, Sarah Hallen","doi":"10.4300/JGME-D-24-00621.1","DOIUrl":"10.4300/JGME-D-24-00621.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"28-31"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095200","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":"Coaching in GME: Lessons Learned From 3 Unique Coaching Programs.","authors":"Magdalena Scheer, Kevin R Scott, Zachary Schoppen, Barbara Porter, Holly A Caretta-Weyer, Maya M Hammoud, Abigail Ford Winkel","doi":"10.4300/JGME-D-24-00412.1","DOIUrl":"10.4300/JGME-D-24-00412.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"10-14"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095070","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":"Construct Validity Evidence for ACGME Milestones in Surgical Specialties: A Systematic Review.","authors":"Ting Sun, Stanley J Hamstra, Kenji Yamazaki, Katherine Jiawen Ren, Brigitte Smith","doi":"10.4300/JGME-D-24-00524.1","DOIUrl":"10.4300/JGME-D-24-00524.1","url":null,"abstract":"<p><p><b>Background</b> The Accreditation Council for Graduate Medical Education (ACGME) Milestones use has been formative and low-stakes to date, and transitioning to higher-stakes applications in a truly competency-based medical education (CBME) system requires extensive validity evidence. Surgical specialties, with their unique demands for procedural skills and operative experience, represent a critical context for evaluating the validity of Milestones. <b>Objective</b> To synthesize studies reporting validity evidence for the ACGME Milestones in surgical specialties. <b>Methods</b> This systematic review was conducted based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A systematic literature search was conducted across 8 databases and references to identify studies that reported validity evidence for Milestones in surgical specialties. Literature was reviewed for inclusion using Covidence and coded based on Messick's framework. The quality of the studies was evaluated using the Medical Education Research Study Quality Instrument. <b>Results</b> A total of 114 studies were included from 2013 to 2023. The primary source of validity evidence (n=45, 39.5%) was relations to other variables (knowledge and skills, learner characteristics, patient/health care, social-emotional variables), followed by response processes (n=38, 33.3%: interrater reliability, rating processes, structure of Clinical Competency Committee, rater training, longitudinal reliability, straightlining) and consequences (n=29, 25.4%: value and utility, intended use, anticipated impact). Only 12 studies (10.5%) reported internal structure evidence. <b>Conclusions</b> This study provides insights into understanding what constitutes validity evidence within the context of ACGME Milestones in surgical specialties. This review highlights areas where further research is needed to support the moderate to high-stakes use of Milestones in a CBME system.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"162-171"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143869","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":"eSLOE 2.0: Examining Data From the First 2 Application Cycles of the Updated Emergency Medicine Electronic Standardized Letter of Evaluation.","authors":"Sharon Bord, Erin Karl, Doug Franzen, Cullen B Hegarty, Joseph B House, Katherine M Hiller, Kevin Hamilton, Alexis Pelletier-Bui","doi":"10.4300/JGME-D-24-00501.1","DOIUrl":"10.4300/JGME-D-24-00501.1","url":null,"abstract":"<p><p><b>Background</b> The emergency medicine (EM) Standardized Letter of Evaluation (SLOE) was created to provide a standardized, concise, and differentiated evaluation of EM residency applicants. It was revised in 2022 (eSLOE 2.0) to better align with the shift toward competency-based evaluations in undergraduate and graduate medical education. <b>Objective</b> To investigate how applicants were rated by evaluators on the new competency-based component and revised normative-based components of the eSLOE 2.0 and to establish preliminary validity for the new letter format. <b>Methods</b> Data from the first 2 application cycles utilizing the eSLOE 2.0 (2022-2023, 2023-2024) were accessed via a national EM database. The data specifically from parts A (core EM clinical skills), B (professionalism and interpersonal skills), and C (anticipated guidance during residency and rank list placement) were examined. <b>Results</b> Data from the 11 789 letters, representing 6543 unique applicants, revealed that 44.8% to 71.7% of applicants were designated as fully entrustable, and 27% to 50.7% as mostly entrustable on part A skills. Most applicants (81.7% to 85.7%) were placed as either 4 or 5 (1-5 Likert scale) in each part B skill. Nearly fifty-two percent (n=6076) were anticipated to need standard guidance in residency, while 32.8% (n=3872) were anticipated to need minimal guidance and 15.6% (n=1841) to need moderate or most guidance. In part C, 20.5% (n=2414) were designated as being in the top 10% on the rank list, 37.2% (n=4381) in the top third, 31.6% (n=3727) in the middle third, and 10.0% (n=1178) in the lower third. <b>Conclusions</b> The findings from the first 2 years of utilizing the eSLOE 2.0 format offer preliminary validity data on this new letter format.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"211-216"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143877","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 Resident Burnout Through the Lens of Self-Determination Theory: The Role of General Causality Orientations.","authors":"Adam Neufeld, Greg Malin, Oksana Babenko, Cesar Orsini","doi":"10.4300/JGME-D-24-00481.1","DOIUrl":"10.4300/JGME-D-24-00481.1","url":null,"abstract":"<p><p><b>Background</b> Burnout continues to plague graduate medical education, and theory-informed approaches are lacking for effectively tackling this problem. Studies on personal factors that explain physician burnout have also neglected the role of self-determination. In self-determination theory, general causality orientations-<i>autonomy</i>, <i>control</i>, and <i>impersonal</i>-represent individual differences in self-determination that can be socialized and primed within environments, each relating to different motivation, behavior, and well-being outcomes. <b>Objective</b> To investigate how each general causality orientation relates to resident burnout, the hypothesis being that the <i>autonomy</i> orientation will negatively correlate, while the <i>control</i> and <i>impersonal</i> orientations will positively correlate. <b>Methods</b> Surveys containing demographic questions and 2 scales-the Causality Orientations at Work Scale and Oldenburg Burnout Inventory-were sent in 2023 to a sample of Canadian residents across 3 institutions. Correlation and multiple regression analyses were performed, controlling for significant demographic factors. <b>Results</b> A total of 243 of 1200 residents (20.5%) completed the survey. The 3 general causality orientations accounted for 31.5% of the variance in resident burnout, with <i>autonomy</i> correlating negatively (<i>B</i>=-0.24; <i>P</i><.001; 95% CI, -0.37 to -0.11) and <i>control</i> (<i>B</i>=0.20; <i>P</i>=.003; 95% CI, 0.07 to 0.33) and <i>impersonal</i> (<i>B</i>=0.28; <i>P</i><.001; 95% CI, 0.13 to 0.42) correlating positively. <b>Conclusions</b> Resident burnout is positively associated with the <i>control</i> and <i>impersonal</i> causality orientations, and negatively associated with the <i>autonomy</i> causality orientation.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"224-228"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143881","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":"Impact of a Hospital-Wide Nursing Strike on an Emergency Medicine Residency: Lessons Learned.","authors":"Timothy Friedmann, Frederick Milgrim, Alexander Tran, Duncan Grossman, Elaine Rabin","doi":"10.4300/JGME-D-24-00983.1","DOIUrl":"10.4300/JGME-D-24-00983.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"147-149"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143889","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":"Language Proficiency: How the Physician Data Initiative's Data Collection and Reporting Standard Impacts Graduate Medical Education.","authors":"Pilar Ortega, William McDade","doi":"10.4300/JGME-D-25-00138.1","DOIUrl":"10.4300/JGME-D-25-00138.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"254-259"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096122/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143893","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}