Journal of graduate medical education最新文献_第3页

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-00608.1

Michael Binder

引用次数: 0

The RISE Assessment: A Tool to Evaluate Competencies in Patient Safety and Quality Improvement. RISE评估：评估患者安全和质量改进能力的工具。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-00749.1

Michael S Leonard, Elizabeth Anson, Derek Wakeman, Brett Robbins, Irena P Boyce, Naz Baecher, Holly A McGregor

{"title":"The RISE Assessment: A Tool to Evaluate Competencies in Patient Safety and Quality Improvement.","authors":"Michael S Leonard, Elizabeth Anson, Derek Wakeman, Brett Robbins, Irena P Boyce, Naz Baecher, Holly A McGregor","doi":"10.4300/JGME-D-24-00749.1","DOIUrl":"10.4300/JGME-D-24-00749.1","url":null,"abstract":"Background Medical schools and residency programs have increasingly established formal education and standardized curricula in patient safety and quality improvement. However, assessment of resident and fellow proficiency in these areas can be challenging. Our institution needed a tool with a broad scope of content and detailed competency levels. We therefore created the Rochester Improvement and Safety Education (RISE) Assessment. Objective To describe the development, structure, and implementation of the RISE Assessment and provide preliminary validity evidence, including feasibility of use. Methods The first axis of the tool consists of 4 domains divided into 8 subdomains and 52 content areas. The second axis utilizes a rubric, establishing consistent expectations for each proficiency level in an Accreditation Council for Graduate Medical Education Milestone-based format. A total of 1498 incoming and postgraduate year (PGY) 1-9 residents and fellows completed the RISE Assessment at least once between May 29, 2018, and August 30, 2022. This included incoming residents (N=418), PGY-1-4s (N=667), incoming fellows (N=120), and PGY-5-9s (N=293). Results Higher RISE scores were found for PGY-1-4s than incoming residents and for PGY-5-9s than incoming fellows. There was no difference in mean RISE scores between incoming fellows and PGY-1-4s. Analysis of a cohort of incoming residents (N=136) who completed the RISE Assessment upon starting their residency and then again at least 2 years later showed an increase in scores. Conclusions Higher proficiency scores with increasing PGY levels and with assessments performed by the same residents over time provide validity evidence for the RISE Assessment.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"217-223"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143853","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}

引用次数: 0

To the Editor: In Response to "A Perspective on Promotion in Place and Competency-Based, Time-Variable Graduate Medical Education". 致编者：回应“基于岗位晋升和能力的时变研究生医学教育”的观点。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-25-00098.1

Mary Ellen J Goldhamer, John Patrick T Co

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Building the Future Curriculum for Emergency Medicine Residency Training. 构建未来急诊医学住院医师培训课程。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-25-00101.1

Linda Regan, Douglas McGee, Felicia Davis, Tiffany Murano

引用次数: 0

"Left Seat, Right Seat": Transitions of Care Within Graduate Medical Education. “左座，右座”：研究生医学教育中护理的转变。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-25-00174.1

Joshua L Denson, Kristin Bateman

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Challenges in Removing US Residency Training Requirements for State Licensure. 取消美国州执照住院医师培训要求的挑战。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-00548.1

Forrest Bohler, Christine A Simon, Kongkrit Chaiyasate

引用次数: 0

Resident and Attending Physician Perspectives on Indirect Observation in Competency-Based Medical Education. 住院医师和主治医师对能力本位医学教育中间接观察的看法。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-00603.1

Kathleen O'Connell, Jeffrey Landreville, Nancy Dudek, Allan McDougall, Melissa Reed, Warren J Cheung

{"title":"Resident and Attending Physician Perspectives on Indirect Observation in Competency-Based Medical Education.","authors":"Kathleen O'Connell, Jeffrey Landreville, Nancy Dudek, Allan McDougall, Melissa Reed, Warren J Cheung","doi":"10.4300/JGME-D-24-00603.1","DOIUrl":"10.4300/JGME-D-24-00603.1","url":null,"abstract":"Background Despite calls for increased direct observation for workplace feedback and assessment, such forms of observation are not always feasible. A considerable amount of trainee observation occurs via indirect means. Objective To explore attending and resident perspectives on direct and indirect observation to determine their impact on workplace feedback and assessment. Methods Ten attending and 8 resident physicians were interviewed about their experiences and perspectives regarding direct and indirect observation. Data were collected from January to November 2021. Interview transcripts were analyzed using inductive thematic analysis. Results Major themes identified included: varying descriptions of direct and indirect observation, factors influencing the selection of observation type, the perceived utility of each observation type, and the perceived quality and credibility of feedback generated by each observation type. Direct observation was preferred for assessment of technical, communication, and leadership skills. Attending physicians felt they could provide an accurate assessment of the learner's clinical reasoning and management using indirect observation. However, residents did not consistently find the resultant feedback to be credible. This tension seemed to stem from residents not being aware of how indirect observation informed attending physicians' judgements and feedback. Residents with more insight on the use and methods for indirect observation perceived this feedback as credible. Conclusions Participants identified that indirect methods can be useful and appropriate for the assessment of clinical reasoning and for fostering independence. Residents demonstrating an understanding of how indirect observation informed attending physicians' assessments appeared to find this feedback more credible.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"182-188"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096130/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143902","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}

引用次数: 0

Building Bridges: Approaches to Conflict Resolution That Lead to a Collaborative Learning Environment. 建立桥梁：解决冲突的方法，导致一个合作的学习环境。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-25-00127.1

Kheyandra D Lewis, Scott A Holliday, Karen J Nichols, Kyla P Terhune

引用次数: 0

Demographic Differences Between Applicants Who Submitted Rank Order Lists and Applicants Who Matched in 2022 and 2023. 在2022年和2023年提交排名顺序列表的申请人和匹配的申请人之间的人口统计学差异。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-00512.1

Jenny X Chen, Francis Deng

{"title":"Demographic Differences Between Applicants Who Submitted Rank Order Lists and Applicants Who Matched in 2022 and 2023.","authors":"Jenny X Chen, Francis Deng","doi":"10.4300/JGME-D-24-00512.1","DOIUrl":"10.4300/JGME-D-24-00512.1","url":null,"abstract":"Background Resident selection processes may alter the representation of applicants with certain demographic characteristics. The impact of potential biases at each phase of selection should be examined. Objective To investigate the differences between applicants who submit rank order lists (ROLs) and applicants who match in the National Resident Matching Program (NRMP) Main Residency Match. Methods We analyzed publicly available NRMP data for the 2022 and 2023 Matches to compare self-reported sex, sexual orientation, race, ethnicity, disability status, and citizenship between applicants who submitted ROLs and applicants who matched. Results Of the 73 426 applicants who submitted ROLs, 60 655 applicants matched. A higher percentage of matched applicants were female as compared to those who submitted ROLs (+2.0%, 95% CI, 1.4 to 2.5). A higher percentage of matched applicants identified as bisexual (+0.2%, 95% CI, 0.04 to 0.4), whereas a lower percentage of matched applicants identified as heterosexual (-0.4%, 95% CI, -0.7 to -0.1). White applicants represented a higher percentage of matched applicants (+2.9%, 95% CI, 2.3 to 3.4), whereas Asian and Black/African American applicants comprised lower percentages of matched applicants as compared to all applicants (Asian: -1.5%, 95% CI, -2 to -1; Black/African American: -0.6%, 95% CI, -1 to -0.3). Hispanic/Latino and non-US citizens also comprised lower percentages of matched applicants (Hispanic/Latino: -0.5%, 95% CI, -0.8 to -0.1; non-US citizen: -4.9%, 95% CI, -5.3 to -4.5). There was no difference for applicants with disabilities. Conclusions Differences exist between the demographics of applicants who submitted ROLs compared to those who matched.","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"196-203"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096123/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143872","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}

引用次数: 0

To the Editor: Mentor Mindset. 致编辑：导师心态。

Journal of graduate medical education Pub Date : 2025-04-01 Epub Date: 2025-04-15 DOI: 10.4300/JGME-D-24-01019.1

Amir Farah

引用次数: 0