Journal of graduate medical education最新文献

{"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":"Reclaiming Values-Driven Education: An Exploration of Medical Trainees' Values.","authors":"Gabriel M Daniels, Katharine E Caldwell, Andrea M Tou, Taylor S Erickson, Maggie Curran, Andrew J Sullivan, Annie Phung, Leah Colucci, Malke Asaad, Bianca Radut","doi":"10.4300/JGME-D-25-00032.1","DOIUrl":"10.4300/JGME-D-25-00032.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"119-125"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838055/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469424","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":"The Relative Influence of Program Signaling, Geographic Preferences, and In-State Status in Determining Odds of Interview Invitation in Residency Selection.","authors":"Natasha L Romanoski, Helen K Morgan, Anna Kerlek, Jennifer Serfin, Emily G Teeter, Lonika Sood, Laura Fletcher","doi":"10.4300/JGME-D-24-00215.1","DOIUrl":"10.4300/JGME-D-24-00215.1","url":null,"abstract":"<p><p><b>Background</b> Program signaling and geographic preferences are intended to give residency applicants agency in selecting preferred training locations while allowing programs to identify interested applicants. However, how these variables compare to in-state status (applicant's permanent addresses in the same state as a program to which they applied) when interview invitations are offered is unknown. <b>Objective</b> To identify the relative influence of program signaling, geographic preferences, and an applicant's in-state status in determining the odds of receiving an interview invitation during residency recruitment. <b>Methods</b> Data from programs and applicants in 9 specialties (anesthesiology, adult neurology, dermatology, general surgery, internal medicine, neurological surgery, pediatrics, physical medicine and rehabilitation, and psychiatry) from the 2023 Supplemental Electronic Residency Application Service application (SuppApp) were included. Logistic regression was used to determine odds ratios for all predictor variables. Results were aggregated across programs within each specialty. <b>Results</b> Between 51% and 81% of programs that participated in SuppApp within each specialty met inclusion criteria. Applicants were 2.71 to 9.07 times more likely to receive interview invitations when they signaled a program. When an applicant indicated a geographic preference that aligned with a program's location, or no geographic preference, the odds of receiving an interview were 1.83 to 2.75 and 1.19 to 2.16 times more likely, respectively. In-state applicants were 2.45 to 5.14 times more likely to receive an interview. <b>Conclusions</b> Use of a program signal, an aligned geographic preference, no geographic preference, and in-state status all individually increase the likelihood of an applicant receiving an interview invitation.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"56-62"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838045/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469364","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}

{"title":"To the Editor: Medicine, Parenthood, and Well-Being: How Do We Achieve the Trifecta?","authors":"Janey McKane, Aoife Duignan, Amanda Swan, Sarah Galbraith","doi":"10.4300/JGME-D-24-00930.1","DOIUrl":"10.4300/JGME-D-24-00930.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"115-116"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838059/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469471","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: Time to Redefine Medical Training: Supporting New Parents with Time-Flexible Models.","authors":"Caleigh Campbell","doi":"10.4300/JGME-D-24-00916.1","DOIUrl":"10.4300/JGME-D-24-00916.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"117-118"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838064/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469475","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 Qualitative Study of Residency Faculty Motivations, Skills, and Preparedness to Facilitate Racial Affinity Caucusing.","authors":"Molly Ormsby, Amanda Weidner, Sarah D Hohl, Tiffany Hou, Grace Shih","doi":"10.4300/JGME-D-24-00308.1","DOIUrl":"10.4300/JGME-D-24-00308.1","url":null,"abstract":"<p><p><b>Background</b> Racism pervades the medical system, contributing to health inequities, lack of Black, Indigenous, and people of color (BIPOC) entering medical education, and poor retention of BIPOC physicians. Racial affinity caucusing (RAC) is a tool to address and dismantle cultural and institutional racism by providing space for individuals with shared racial identities to engage in conversations about their racialized identities and experiences. Little is published on RAC facilitation and training. <b>Objective</b> The authors aimed to evaluate an RAC facilitator training program. <b>Methods</b> Program directors from 32 residency programs nominated 12 faculty for RAC facilitation training, and all participated in virtual trainings and RAC sessions from September 2021 to March 2022. Training consisted of foundational concepts of anti-racism and RAC, and practice co-leading an RAC session. All 12 participated in semistructured interviews. Interview transcripts were evaluated for identified themes. This qualitative study used directed content analysis to discern patterns and cross-walked code categories with constructs from social cognitive theory. <b>Results</b> Interview transcripts for all 12 participants, who included 7 BIPOC faculty and 5 White faculty, were reviewed to discern patterns. Patterns were coded revealing themes for participants' motivations and perceived benefits of facilitator training, critical skills needed for successful facilitation, and resources necessary to implement RAC at home institutions. <b>Conclusions</b> In addition to identifying motivations for participation in training, key skills and resources for successful facilitation were identified, including small group facilitation, managing one's own emotions, understanding principles of anti-racism, and practice and debrief of RAC facilitation.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"48-55"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838056/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469027","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":"Pursuing Osteopathic Recognition: A National Survey on US Program Director Perspectives.","authors":"Ting Dong, Marina Shapiro, Michael Soh, Jerusalem Merkebu, Ronald Cervero, Rance McClain, Steven J Durning","doi":"10.4300/JGME-D-24-00352.1","DOIUrl":"10.4300/JGME-D-24-00352.1","url":null,"abstract":"<p><p><b>Background</b> Osteopathic Recognition (OR) by the Accreditation Council for Graduate Medical Education single accreditation system expanded almost 7-fold from 36 programs in 2015 to 259 in 2021 but has plateaued since then. <b>Objective</b> To assess the interest to pursue OR, perceived barriers and values, and relationship between interest and program demographics in formerly US American Osteopathic Association (AOA)-accredited residency programs. <b>Methods</b> We conducted a national survey in 2023 of all formerly AOA-accredited residency programs that had not applied for OR. The anonymous survey contained 20 five-point Likert scale questions, 11 short-answer demographic questions, and 1 open-ended resource question, was informed by prior work, and was pilot tested with a few program directors for clarity and content. The relationship between levels of interest in pursuing OR and perceived barriers, values, and demographics were analyzed via contingency table analysis. Thematic analysis was performed by 2 authors on the open-ended question. <b>Results</b> Of 458 program directors, 178 (38.9%) responded to the survey, and the majority (103, 57.9%) expressed \"Yes\" or \"Maybe\" interest in obtaining OR. Thirteen barriers were important, including lack of interest and support from potential applicants or colleagues; lack of time, funding, or facility space; and uncertainty over administrative work; these showed differences among the groups of different levels of interest with medium to large effect sizes (0.24<Cramer's V<0.35). The groups also showed differences in their perception of the value of pursuing OR (0.21<Cramer's V<0.29). <b>Conclusions</b> Program directors' perceived available resources and the value of OR to attract applicants to a program influenced their level of interest in pursuing OR.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"81-88"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838049/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469415","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":"Thank You to 2024 JGME Reviewers.","authors":"","doi":"10.4300/JGME-D-25-00040.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00040.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"107-110"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469440","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}