Journal of graduate medical education最新文献

{"title":"The Case for Educational Informatics in Graduate Medical Education.","authors":"Carl Preiksaitis","doi":"10.4300/JGME-D-26-00700.1","DOIUrl":"10.4300/JGME-D-26-00700.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 4","pages":"383-386"},"PeriodicalIF":0.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13532547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148875764","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":"If the Pandemic Strikes Now.","authors":"Zhaohui Su","doi":"10.4300/JGME-D-26-00375.1","DOIUrl":"https://doi.org/10.4300/JGME-D-26-00375.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 4","pages":"406"},"PeriodicalIF":0.0,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13475764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148760223","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 Conceptual Model for Embedding Automated Assessments in Graduate Medical Education.","authors":"Lachlan Dick, Victoria Ruth Tallentire","doi":"10.4300/JGME-D-25-00822.1","DOIUrl":"10.4300/JGME-D-25-00822.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"247-250"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266507","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":"\"It Is Humble but Honorable Work\": A Needs Assessment of Critical Care Education in the Pediatric Residency Programs of Honduras.","authors":"Pablo Jose Napky Raudales, Andrea Jimenez-Zambrano, Scarleth Y Velasquez, Diana Cruz Anariba, Sandra L Rodriguez, Giovanni H Marie, Patrick T Wilson, Angela S Czaja","doi":"10.4300/JGME-D-25-00728.1","DOIUrl":"10.4300/JGME-D-25-00728.1","url":null,"abstract":"<p><strong>Background: </strong>Due to lack of human, physical, and infrastructural resources, most critically ill children in Honduras are cared for by general pediatricians outside of pediatric intensive care units, stressing the need to address the education of this critical group.</p><p><strong>Objective: </strong>To understand the educational needs of pediatric trainees in Honduras related to the care of critically ill children, and the impact of the local context to inform future curriculum development.</p><p><strong>Methods: </strong>We conducted a needs assessment with a sequential explanatory mixed methods design from 2023 to 2025. Participants included pediatric residents, graduates, and faculty of the 2 pediatric residency programs. Data on essential critical care knowledge and skills, educational needs, and educational strategies was collected through electronic surveys and semistructured virtual interviews. Quantitative data were analyzed using descriptive statistics, and qualitative data, with rapid matrix analysis.</p><p><strong>Results: </strong>Forty-five of 96 (47%) residents and 47 of 91 (52%) pediatricians completed the survey; 5 graduates participated in subsequent interviews. Only 69% of graduating residents (11 of 16) and attendings (33 of 48) felt moderately to extremely confident assessing critically ill children. Both surveyed groups considered all preidentified critical care diagnoses extremely important in their education, yet frequency of treatment, confidence with management, and degree of training were variable. Perceived confidence was dependent on knowledge, skills, available resources, and ability to adapt to constraints. Experiential and self-directed learning are key strategies in their education.</p><p><strong>Conclusions: </strong>Our findings revealed that teaching that builds adaptive expertise and self-directed learning skills is essential for pediatric trainees in Honduras.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"267-277"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266494","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":"Above the Hum.","authors":"Oyepeju F Abioye","doi":"10.4300/JGME-D-25-01079.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-01079.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"367-368"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267237/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266443","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":"Point-of-Care Ultrasound Guidelines From Family Medicine, Emergency Medicine, and Internal Medicine for Curriculum Development: A Narrative Review.","authors":"Jordan Nickols, Nathan Douthit","doi":"10.4300/JGME-D-25-00546.1","DOIUrl":"10.4300/JGME-D-25-00546.1","url":null,"abstract":"<p><strong>Background: </strong>Family medicine (FM) and emergency medicine (EM) have Accreditation Council for Graduate Medical Education-mandated point-of-care ultrasound (POCUS) training. While POCUS has many uses in internal medicine (IM), lack of mandated training has resulted in wide variation and lack of standardization in graduate medical education (GME) curricula.</p><p><strong>Objective: </strong>To perform a narrative review asking the questions: what are the recommended POCUS curriculum elements across FM, EM, and IM, and how can these inform the development of a more standardized curriculum?</p><p><strong>Methods: </strong>This narrative review was conducted in March 2024. Authors searched published materials from the following organizations: Canadian Association of Emergency Physicians, American College of Emergency Physicians, College of Family Physicians of Canada, American Academy of Family Physicians, Canadian Society of Internal Medicine, Society of Hospital Medicine, Society of General Internal Medicine, Alliance for Academic Internal Medicine, and American College of Physicians. Only documents endorsed for POCUS training/education were included. Narrative review was chosen due to the small number and large heterogeneity of documents. All documents were reviewed, and common themes were identified by the authors of the study; they were later compared using a large language model, and authors verified by repeat analysis.</p><p><strong>Results: </strong>Nine documents, 2 online courses, and 5 procedural position statements were identified and reviewed. Both authors agreed on the final themes: POCUS uses, basic knowledge and teaching methods for POCUS, image number requirements and competency assessment, and quality control.</p><p><strong>Conclusions: </strong>There is overlap between recommended curricula for POCUS in major organizations. Internal medicine does not have an apparent defined, standardized curriculum for GME.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"292-300"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267195/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266595","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 While Training: A National Survey of Embedded Chief Residents in Internal Medicine.","authors":"Julie L Machen, Carolyn R Guilloud, Emily B Mullen","doi":"10.4300/JGME-D-25-00534.1","DOIUrl":"10.4300/JGME-D-25-00534.1","url":null,"abstract":"<p><strong>Background: </strong>In internal medicine (IM), an increasing number of chief residents (CRs) are serving while still in training, but their responsibilities and workload remain poorly characterized, leaving program leaders without clear guidance on how to structure or support the role.</p><p><strong>Objective: </strong>To describe the demographics, responsibilities, and experiences of IM CRs serving during residency in the United States.</p><p><strong>Methods: </strong>This was a national cross-sectional survey of IM CRs serving during residency in the 2024-2025 academic year. The 42-item instrument included multiple-choice, Likert-scale, and open-ended items. Because no centralized database of CRs serving during training exists, the number of eligible participants was unknown. The survey was disseminated using a 2-step nonrandom sampling strategy: contacting leaders at 476 potentially eligible programs identified through national directories and distributing the survey through Association of Program Directors in Internal Medicine listservs. Descriptive statistics, chi-square tests, and Cochran-Mantel-Haenszel tests were used.</p><p><strong>Results: </strong>Of 165 respondents, 142 confirmed they were IM CRs serving during residency. Most were postgraduate year 3, non-White, and international medical graduates. Most trained in community-based programs and carried full clinical schedules. Weekly chief work varied, with 38% reporting 2 to 5 hours, 35% reporting 6 to 10 hours, and 14% reporting more than 10 hours. Common duties included enforcing program rules, coordinating backup coverage, and resident well-being support. Although 68% felt prepared for the role, less than half received written expectations (41%) or internal faculty-led training (39%).</p><p><strong>Conclusions: </strong>IM CRs serving during residency commonly maintain full clinical schedules while performing substantial administrative and educational responsibilities, with variable preparation and role expectations.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"310-316"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267199/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266539","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 Baby and the Bathwater.","authors":"Eleanor R Menzin","doi":"10.4300/JGME-D-26-00195.1","DOIUrl":"https://doi.org/10.4300/JGME-D-26-00195.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"370-371"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267229/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266174","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 Coaching-Centered Inpatient Rotation Fosters Growth Mindset and Deliberate Practice in Resident Physicians.","authors":"Alice J Tang, Shira Sachs, Neil Lim, Ozan Unlu, Stephanie J Tang, Deepa Rani Nandiwada, Anjile An, Arthur T Evans, Justin Choi","doi":"10.4300/JGME-D-25-00619.1","DOIUrl":"10.4300/JGME-D-25-00619.1","url":null,"abstract":"<p><strong>Background: </strong>Complex clinical environments create unique challenges for deliberate practice and growth mindset.</p><p><strong>Objective: </strong>To evaluate a coaching-centered rotation called Mastering the Art and Nuance of Team Leadership and Education (MANTLE) designed to foster growth mindset and deliberate practice in residents.</p><p><strong>Methods: </strong>From 2019 to 2024, 50 internal medicine residents and 25 attending coaches participated in MANTLE, a 2-week acting-attending inpatient medicine rotation with structured coaching. Using a pragmatic paradigm with an explanatory sequential mixed methods design, we administered 2 surveys consisting of Likert-style questions comparing residents': (1) frequency of deliberate practice compared to other rotations (4 questions), and (2) pre-/post-rotation confidence in coached leadership and teaching skills (7 questions). To contextualize survey findings and explore how coaching fostered deliberate practice and growth mindset, we interviewed 16 residents and 10 attendings and conducted thematic analysis on transcripts.</p><p><strong>Results: </strong>Survey response rates were 52% (26 of 50) and 56% (28 of 50). Median (IQR) scores (5-point Likert) for deliberate practice were higher on MANTLE versus other rotations: goal setting 4 (4-5) vs 2 (2-3); feedback 5 (4-5) vs 3 (2-3); repetition/refinement 5 (5-5) vs 3 (3-4); motivation 5 (4-5) vs 3 (3-4); (all <i>P</i><.001). Interviews yielded 6 themes: (1) Destigmatizing feedback by setting expectations; (2) Coaching guided by residents' goals; (3) Naming resident as team leader; (4) Attendings pivoting to role modeling; (5) Tensions while changing resident mindset; (6) Coaches carrying coaching philosophies forward.</p><p><strong>Conclusions: </strong>A coaching-centered rotation can promote growth mindset, deliberate practice, and confidence in coached skills.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"301-309"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266497","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":"Improving and Sustaining Equity Content and Quality in Graduate Medical Education.","authors":"Giovanna S Jaen, Juliet Kim, Amanda R Jowell, Caitlin T Ravichandran, Michael G Healy, Jessica A Zeidman, Sherri-Ann Burnett-Bowie, Aisha James","doi":"10.4300/JGME-D-25-00450.1","DOIUrl":"10.4300/JGME-D-25-00450.1","url":null,"abstract":"<p><strong>Background: </strong>Medical education curricula may reinforce health inequities and bias, impacting clinical care. Interventions are needed to address these unintended consequences that contribute to health disparities. The Departmental Anti-Racism and Equity (DARE) educational initiative has been shown to improve the health equity-related content of residency educational conferences.</p><p><strong>Objective: </strong>This study evaluates the impact of DARE in sustaining equity-related content in medical education overtime.</p><p><strong>Methods: </strong>DARE was implemented in an internal medicine residency program's noon conferences in academic year 2021-2022 (AY22). A standardized rubric was used to evaluate lectures with the same topic and speaker pre-intervention (AY21), post-intervention (AY22), and 3 years post-intervention (AY25) to see if rubric scores for each session changed over time. Mean rubric scores across lectures were compared between AYs. The weighted rubric score was used to normalize total rubric scores between -1 and +1 (total score/number of rubric components scored) to account for different number of rubric components between conferences.</p><p><strong>Results: </strong>All lectures with the same topic and speaker in AY21, AY22, and AY25 were evaluated. The weighted rubric score significantly improved from AY21 to AY22 in this subset of conferences (0.07 to 0.34 [+0.27]; <i>P</i>=.002; possible scores -1 to 1). Weighted rubric score remained higher in AY25 compared to AY21 (0.06 to 0.25 [+0.19]; <i>P</i>=.08) but was no longer statistically significant. The decrease in weighted score between AY22 and AY25 was also not statistically significant ([-0.06]; t₉=-0.86; <i>P</i>=.41).</p><p><strong>Conclusions: </strong>Improvement in the health equity-related content of medical education curricula appeared to continue but was diminished 3 years after DARE.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"285-289"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266567","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}