Journal of graduate medical education最新文献

{"title":"GHEARD: An Open-Access Modular Curriculum to Incorporate Equity, Anti-Racism, and Decolonization Training Into Global Health Education.","authors":"Amy R L Rule, Heather A Haq, Adelaide Barnes, DeMarco Bowen, Msandeni Chiume-Kayuni, Whitney Cameron, S Aya Fanny, Elizabeth Groothuis, Bethany Hodge, Cindy Howard, James C Hudspeth, Sheridan Langford, Megan S McHenry, Ijeoma Nnodim Opara, Beena D Kamath-Rayne, Parminder S Suchdev, Reena P Tam, Franci Taylor, Victor Musiime","doi":"10.4300/JGME-D-24-00264.1","DOIUrl":"10.4300/JGME-D-24-00264.1","url":null,"abstract":"<p><p><b>Background</b> Global health (GH) interest is rising among graduate medical education (GME) trainees, yet GH engagement is marred by the impact of colonization or racism, and there remains a lack of training to confront these challenges. <b>Objective</b> To develop a modular, open-access curriculum that provides training in decolonization for GH GME and evaluate its feasibility and impact on learners' critical reflection on decolonization. <b>Methods</b> From 2019 to 2022, 40 GH educators, including international and indigenous scholars from diverse organizations, created the Global Health Education for Equity, Anti-Racism, and Decolonization (GHEARD) curriculum. Using Kern's 6 steps of curriculum development, critical gaps were identified and shaped into 8 modules, including a facilitator training module. Learning objectives and activities were developed using strategies grounded in transformative learning theory and trauma-informed educational approaches. The curriculum was peer-reviewed and piloted at multiple national conferences and institutions to assess feasibility and effectiveness in fostering critical reflection on decolonization. <b>Results</b> Pilot testing demonstrated GME implementation feasibility. Based on initial educator feedback, facilitator tools and an implementation guide were incorporated to enhance usability. Nearly all (59 of 61) trainees felt GHEARD was effective or very effective in encouraging reflection on decolonization, and 72% (32 of 44) felt GHEARD encouraged reflection on motivations for engaging in GH. GHEARD was launched as a free online resource in June 2023 and garnered 3192 views by December 2024. <b>Conclusions</b> To our knowledge, GHEARD is the first comprehensive decolonization curriculum designed specifically for GME. Program evaluation indicates GHEARD is feasible to implement and effective in promoting critical reflection on decolonization.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"28-37"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469315","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: Perceived Importance of Transition-to-Practice Competencies by Psychiatry Residents in Canada.","authors":"Certina Ho, Justin Lee, Anna Nguyen, Eulaine Ma, Sanjeev Sockalingam, Michael S B Mak","doi":"10.4300/JGME-D-24-00886.1","DOIUrl":"10.4300/JGME-D-24-00886.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"111-112"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469473","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 Visual Arts Activity to Support Residents as They Care for \"Difficult Patients\".","authors":"Mariah A Quinn, Kathlyn E Fletcher, Sarah L Floden, Amy B Zelenski","doi":"10.4300/JGME-D-24-00469.1","DOIUrl":"10.4300/JGME-D-24-00469.1","url":null,"abstract":"<p><p><b>Background</b> Certain patients significantly challenge the care team, increasing the risk of burnout as clinicians struggle to perform their best work while meeting the needs of their patients. Imagining another's perspective, a clinical empathy skill, can increase compassion and lower distress when interacting with these patients. <b>Objective</b> To evaluate the effectiveness of an art-based perspective-taking activity on clinicians' feelings of discomfort when anticipating encounters with challenging patients. <b>Methods</b> This museum-based session was conducted from 2017 to 2022 (virtual sessions in 2020) by faculty trained in using arts-based methods to teach. Residents (n=142) in a university-based internal medicine residency program along with health professionals, trainees, and faculty (n=12) attending an international conference were invited to participate. Participants recalled a challenging patient, chose a piece of art that might be meaningful to this person, and discussed their choice and insights gained. Participants completed pre-post ratings of anticipated discomfort. Inaugural participants submitted written reflections on these ratings. Data were analyzed using paired <i>t</i> tests and content analysis. <b>Results</b> Five 90-minute sessions were conducted with 65 internal medicine residents and 12 faculty; 75 of 77 total participants completed pre-post discomfort ratings (response rate 97.4%). Anticipated discomfort decreased after sessions (mean pre=5.38; post=4.13; <i>P</i><.01). Open-ended responses aligned with a transition from self to other focus in perspective-taking. Costs were minimized by using art from a campus museum, paper and pencil surveys, and faculty academic time. <b>Conclusions</b> This innovative visual arts-based activity to increase empathy for challenging patients is simple, feasible, self-contained, and cost-effective.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"89-95"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469021","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":"Expanding Community Engagement, Alignment, and Environmental Scanning to Improve a Large Sponsoring Institution's Strategic Planning Process.","authors":"Jennifer A Best, Cindy A Hamra","doi":"10.4300/JGME-D-24-00493.1","DOIUrl":"10.4300/JGME-D-24-00493.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"8-11"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838054/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469309","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 Response to Park et al's Perspective on the Resignation of South Korean Residents: A Medical Student View.","authors":"Jaeseong Ji","doi":"10.4300/JGME-D-24-00745.1","DOIUrl":"10.4300/JGME-D-24-00745.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"113-114"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838065/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469392","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":"Residents Vote! A Framework and Toolkit to Improve Resident Voting Rates.","authors":"Nikhil Goyal, Taher T Vohra, Samuel Champagne","doi":"10.4300/JGME-D-24-00509.1","DOIUrl":"10.4300/JGME-D-24-00509.1","url":null,"abstract":"<p><p><b>Background</b> Elections substantially impact health care, yet physicians vote less frequently compared to the general population. Engaging residents and fellows in elections, during training when professional identities are formed, may improve physician voting rates. <b>Objective</b> To examine the feasibility and acceptability of a centralized, institution-wide approach to improve graduate medical education (GME) trainee awareness, registration, and participation in the electoral process. <b>Methods</b> Our framework was implemented in academic year 2023-2024, leading up to the 2024 Michigan presidential primary election. It included: voter registration instruction during resident orientation; emails with election deadlines and nonpartisan voting information; distribution of wearable buttons displaying QR codes linking to information on voter registration, early voting, and mail-in ballots; and informational sessions with legislative experts. We created an open-access GME toolkit for other institutions. We measured trainee voting rates using a single text message question on election day. <b>Results</b> Of 1041 trainees, 115 (11%) attended 4 informational sessions; informal feedback was positive. One hundred twenty-three of 826 trainees (15%) responded to the text message question: 35 of 81 (43%) eligible voters reported having voted or planning to do so that day (statewide rate=23%). No additional funding was required. The institutional GME office provided support for operationalization and wearable buttons. Henry Ford Health Government Affairs supported the informational sessions (held during routine didactic time). <b>Conclusions</b> A series of interventions to improve GME trainees' participation in elections appeared to enhance participation in a primary election with low effort and apparent acceptability. An online toolkit with reference data, tips, and tools was created to allow others to replicate this effort.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"96-100"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469427","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 Longitudinal Pediatric Residency Climate Justice Curriculum.","authors":"Harleen Marwah, Isha Thapar, Mark McShane, Genevieve S Silva, Harrison Goodall, Noreena Lewis, Paul Devine Bottone, Farah Hussain","doi":"10.4300/JGME-D-24-00058.1","DOIUrl":"10.4300/JGME-D-24-00058.1","url":null,"abstract":"<p><p><b>Background</b> Graduate medical education programs must prepare physicians to adapt their care for patients whose health equity and outcomes are being threatened by climate change. This article presents the implementation of a longitudinal climate justice curriculum within a pediatrics residency program. <b>Objective</b> To measure the self-reported changes in attitudes and intentions for change in behavior after implementation of a climate justice curriculum. <b>Methods</b> A longitudinal, 4-part, climate justice and health equity (CJHE) curriculum was implemented from 2023 to 2024 into the broader advocacy training of a pediatrics residency program. Resident participants completed pre- and post-session surveys that assessed their attitudes toward climate change and health, as well as their intentions to engage in climate advocacy. Paired deidentified responses were analyzed via Wilcoxon signed-rank test. <b>Results</b> Thus far, facilitators have conducted 4 introduction sessions, 4 narrative medicine sessions, and 3 health system sustainability sessions. Sixty-eight of 100 residents (68%) completed both pre- and post-session surveys. The curriculum was associated with increased self-reported understanding of how climate change impacts human health (CJHE 1: median of pairwise averages of pair-differences [MPA]=1.00, <i>P</i><.001; CJHE 3-4: MPA=1.00, <i>P</i><.001), increased agreement that health care providers can be effective climate advocates (CJHE 1: MPA=2.00, <i>P</i><.001; CJHE 3-4: MPA=1.50, <i>P</i><.001), and increased intention to discuss the health impacts of climate change in future patient encounters (CJHE 1: MPA=1.00, <i>P</i><.001; CJHE 3-4: MPA=1.00, <i>P</i><.001). <b>Conclusions</b> This longitudinal CJHE curriculum demonstrated acceptability and increased participants' self-reported understanding of how climate change impacts human health and the ways in which physicians can act as advocates.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6 Suppl","pages":"115-119"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644578/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830232","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":"Proposing Standards for Pediatricians on Climate Change and Health: Leveraging the Entrustable Professional Activity Framework.","authors":"Rebecca Philipsborn, Mark McShane, Harleen Marwah, Jonathan Cogen, Michelle Barnes, Amanda Osta, H Mollie Grow","doi":"10.4300/JGME-D-24-00063.1","DOIUrl":"10.4300/JGME-D-24-00063.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6 Suppl","pages":"159-160"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830157","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":"From Chrysalis to Taking Flight, the Metamorphosis of the ACGME During Dr Thomas Nasca's Tenure as CEO.","authors":"Eric S Holmboe","doi":"10.4300/JGME-D-24-00937.1","DOIUrl":"10.4300/JGME-D-24-00937.1","url":null,"abstract":"<p><p>Thomas J. Nasca, MD, MACP, served as the President and Chief Executive Officer (CEO) of the Accreditation Council for Graduate Medical Education (ACGME) for 17 years, with his tenure ending December 2024. During this time he led and supported significant changes in accreditation and medical education. This article will examine the changes during this period through the lens of key themes, including the redesign of the graduate medical education (GME) accreditation model and new and expanded roles that the ACGME assumed during 3 phases between 2007 and 2024: (1) the development years leading to the Next Accreditation System (NAS), (2) implementation of the NAS, and (3) the COVID-19 pandemic. Launched in 2012, the NAS redesigned accreditation as a balanced combination of assurance- and improvement-focused policies and activities. The NAS served as the foundation for harmonizing GME training through the creation of the single accreditation system. The ACGME also took on new roles within the professional self-regulatory system by tackling difficult issues such as wellness and physician suicide, as well as diversity, equity, and inclusion in medical education. In addition, the ACGME substantially expanded its role as facilitator and educator via the introduction of multiple resources to support GME. However, the medical education landscape remains complex and faces continued uncertainty, especially as it emerges from the effects of the COVID-19 pandemic. The next ACGME President and CEO faces critical issues in GME.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6","pages":"652-661"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11641890/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830115","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":"Transforming Conflict Into Coexistence: Lessons Learned From the Israel-Gaza War.","authors":"Ariella Maghen","doi":"10.4300/JGME-D-24-00457.1","DOIUrl":"10.4300/JGME-D-24-00457.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"16 6","pages":"651"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11641870/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830150","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}