Journal of graduate medical education最新文献

{"title":"The UME-to-GME Transition Toolkit: Guidance for Stakeholders Across Medical Education.","authors":"Zoie C Sheets, Jay Behel, Max Blumberg, Rebecca E Cantone, Emily Green, Ellen Kaplan, Christopher Moreland, Maya Ramy, Laventrice S Ridgeway, Emily Steelquist, Monica Verduzco-Gutierrez, Morgan Passiment, Nalinda Charnsangavej","doi":"10.4300/JGME-D-26-00473.1","DOIUrl":"10.4300/JGME-D-26-00473.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"374-378"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266242","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":"Untold Stories: An Intervention to Rekindle Empathy in Medicine.","authors":"Jeffrey Lee, Katherine Kenyon Henderson, Elissa Rumer Nickolopoulos, Michelle J Tang, John David Ike, Jane P Gagliardi","doi":"10.4300/JGME-D-25-00987.1","DOIUrl":"10.4300/JGME-D-25-00987.1","url":null,"abstract":"<p><strong>Background: </strong>Empathy is vitally important in graduate medical education (GME) but may be difficult to sustain amid competing clinical, educational, research, and administrative demands. Medical humanities interventions may foster reflection and perspective-taking, yet few theory-informed interventions have been described in GME and interprofessional settings.</p><p><strong>Objective: </strong>To describe the development, acceptability, and feasibility of a visual arts and narrative medicine-based workshop for attending physicians, resident physicians, health care students, and interdisciplinary staff.</p><p><strong>Methods: </strong>In 2023, patients at a safety-net primary care clinic participated in semistructured interviews and portrait sessions. Narratives, photographs, and de-identified clinical records created by the author team were integrated into a facilitated, discussion-based, 60- to 90-minute workshop grounded in the PRISM model and visual thinking strategies (VTS). Authors facilitated interventions across 6 settings, guiding structured observation and reflection of a single patient's electronic medical record, portrait, and audio interview. Participants completed post-workshop surveys assessing perceived empathy, understanding of patients' perspectives, and anticipated changes in patient care.</p><p><strong>Results: </strong>One hundred fifty-six participants completed workshop evaluations. Most agreed or strongly agreed that the workshop promoted empathy (141 of 156, 90.4%; 18 of 19, 94.7% for residents) and would positively influence their approach to patient care (144 of 156, 92.3%; 17 of 19, 89.5% for residents). Open-ended responses emphasized multidisciplinary perspectives and recognition of patients as whole individuals. The workshop was feasible to implement using standard educational time blocks, 2 facilitators familiar with VTS principles, and minimal audiovisual materials. This intervention is ongoing and being adapted within undergraduate medical education and GME.</p><p><strong>Conclusions: </strong>This theory-informed humanities-based workshop was acceptable and feasible across diverse educational settings and learners.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"358-363"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267196/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266255","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":"Graduate Medical Education Data in the United States: Availability and Accessibility Across National Organizations.","authors":"Angela E Thelen, Rebecca S Gates, Deena Khamees, Mary R C Haas, Alyssa A Pradarelli, John Burkhardt, Andrew E Krumm, Debra Weinstein, Brian C George","doi":"10.4300/JGME-D-25-00439.1","DOIUrl":"10.4300/JGME-D-25-00439.1","url":null,"abstract":"<p><strong>Background: </strong>Longitudinal, multi-organizational data have enormous potential for improving graduate medical education (GME) yet aggregating and sharing that data remain difficult.</p><p><strong>Objective: </strong>To determine what data is collected and how data is shared by US medical education organizations, as a next step toward expanded sharing of GME data.</p><p><strong>Methods: </strong>Ten multispecialty US medical education and licensing organizations that participated in the 2019 National Academies of Sciences, Engineering, and Medicine conference completed a pre-meeting data survey. Leaders from 9 of these organizations participated in semi-structured interviews conducted between January 2021 and May 2022. Content analysis of survey data and interview transcripts were used to construct a data inventory. Each of the 9 interviewed organizations reviewed and updated their inventory in January and February 2024. Inductive analyses of interview transcripts were conducted to identify additional themes.</p><p><strong>Results: </strong>The pre-meeting survey and interviews had a 100% (10 total) and 90% (9 of 10) response rate, respectively. Study participants collect a large amount of GME-related data, some of which is duplicative. None collect longer-term outcomes, including patient outcomes. There is also no common physician identifier used by all organizations, although Association of American Medical Colleges ID and National Provider Identifier have been adopted most widely. All organizations share data to varying degrees. Two themes emerged regarding ongoing efforts to expand data sharing: perceived benefits of a harmonized system and challenges to implementation.</p><p><strong>Conclusions: </strong>Data are increasingly available from organizations collecting national GME data in the United States.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"334-350"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266589","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":"Supporting Resident and Fellow Mental Health: From Prevention to Crisis.","authors":"Avraham Z Cooper, Jacob L Bidwell, Alexandra Flannery, Jessica A Gold","doi":"10.4300/JGME-D-26-00362.1","DOIUrl":"10.4300/JGME-D-26-00362.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"365-366"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267228/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148265809","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 Comparison of Medical Student and Resident Assessments of Internal Medicine Faculty.","authors":"Jeffrey L Jackson, Elizabeth Auckley, Kathlyn E Fletcher, Katherine Bopp, Akira Kuriyama","doi":"10.4300/JGME-D-25-00444.1","DOIUrl":"10.4300/JGME-D-25-00444.1","url":null,"abstract":"<p><strong>Background: </strong>Learner assessments of attendings are used for self-improvement, academic promotion, and teaching awards, as well as remediation. If assessment differences exist between learners, this could help inform faculty development and institutional evaluation policies.</p><p><strong>Objective: </strong>To compare medical student and resident assessments of internal medicine attendings' teaching.</p><p><strong>Methods: </strong>Ten years (2013-2023) of medical student and resident end-of-rotation assessments of internal medicine attendings were evaluated, excluding faculty who weren't rated at least 10 times by both students and residents. Students and residents rated attendings in 9 domains, with 5 overlapping (overall, clarity, rapport, communication, and feedback). We analyzed data using mixed-effects ordered logistic regression with random effects adjustment for clustering on faculty.</p><p><strong>Results: </strong>There were 35 433 assessments of 496 faculty by 2520 medical students and 1847 residents. Residents rated faculty higher in all domains assessed (overall teaching effectiveness OR=1.39, 99% CI, 1.29-1.49; clarity OR=1.37, 99% CI, 1.27-1.47; rapport OR=2.24, 99% CI, 2.07-2.41; decisions OR=1.48, 99% CI, 1.38-1.59; feedback OR=1.27, 99% CI, 1.19-1.37). Most ratings of overall effectiveness were excellent (medical students: 60%; residents: 67%), and ratings increased from learners from the third-year medical students through senior internal medicine residents.</p><p><strong>Conclusions: </strong>Most attendings' teaching was rated as \"excellent\" in all domains assessed. Higher level of trainee was associated with higher faculty ratings in all domains.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"326-333"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266454","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":"AI in Medical Education Research, Writing, and Reviewing: JGME's Policy in 2026.","authors":"Gail M Sullivan, Anthony R Artino, Lalena M Yarris, Nicole M Deiorio, Deborah Simpson","doi":"10.4300/JGME-D-26-00483.1","DOIUrl":"10.4300/JGME-D-26-00483.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"234-238"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266433","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 Difficult Patient.","authors":"Fitz Gerald Iheanyichukwu Diala","doi":"10.4300/JGME-D-25-01174.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-01174.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"369"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267206/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266287","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":"CAT and TEAM for Longitudinal 360-Degree Assessment in Simulation and Clinical Training.","authors":"Soledad Armijo-Rivera, Scarlett Vicencio-Clarke, Joaquín Díaz Schmidt, Cristian Labarca Solar, Katherine Marín Donato, Carolina Acuña Mujica","doi":"10.4300/JGME-D-25-00849.1","DOIUrl":"10.4300/JGME-D-25-00849.1","url":null,"abstract":"<p><p>Visual Abstract.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"278-282"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266557","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":"Rethinking POCUS Competency in Residency: Beyond the Numbers.","authors":"Zachary Boggs, Avromi Kanal, Sara Obeid, Anirudh Sundararaghavan, Ritu Bansal","doi":"10.4300/JGME-D-25-00810.1","DOIUrl":"10.4300/JGME-D-25-00810.1","url":null,"abstract":"<p><p>Visual Abstract.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"251-255"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267239/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148265492","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":"Layers of Nacre.","authors":"Neha P Raukar","doi":"10.4300/JGME-D-26-00008.1","DOIUrl":"https://doi.org/10.4300/JGME-D-26-00008.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"18 3","pages":"290-291"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267205/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266581","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}