Journal of graduate medical education最新文献

{"title":"Read These Hot Non-JGME Articles From 2024!","authors":"Lalena M Yarris, Deborah Simpson, Nicole M Deiorio, Anthony R Artino, Gail M Sullivan","doi":"10.4300/JGME-D-25-00033.1","DOIUrl":"10.4300/JGME-D-25-00033.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469418","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":"Supervising Trainee Inter-Visit Care Using EHR Learning Analytics: Formative Training Tool or Threat to Well-Being?","authors":"Zachary Boggs, Heather Frazier, Rachel Kon","doi":"10.4300/JGME-D-24-00496.1","DOIUrl":"10.4300/JGME-D-24-00496.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"12-15"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469435","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":"Evaluation of Residency Applicant Preferences for Continuing Virtual Interviews: A National Database Analysis.","authors":"Nicholas R Lenze, William J Benjamin, Angela P Mihalic, Louito Edje, Lauren A Bohm, Marc C Thorne, Robbi A Kupfer, Michael J Brenner","doi":"10.4300/JGME-D-24-00478.1","DOIUrl":"10.4300/JGME-D-24-00478.1","url":null,"abstract":"<p><p><b>Background</b> There is a paucity of evidence to guide decision-making regarding continuation of virtual interviews. <b>Objective</b> To evaluate residency applicant preferences for continuation of virtual interviews. <b>Methods</b> This retrospective, cross-sectional analysis utilized data from the Texas Seeking Transparency in Application to Residency (STAR) survey to evaluate (1) what percentage of applicants favor continuation of virtual interviews from 2021 to 2023, and (2) what factors predict a preference for continuation of virtual interviews. The Texas STAR survey is distributed annually to graduating medical students in the United States. It contains approximately 50 questions related to academic metrics and the residency application process, as well as 5 optional sociodemographic questions. <b>Results</b> The response rate for our sample was 37.3% (20 947 respondents out of 56 226 potential respondents), and 20 547 met inclusion criteria. Among these, 14 127 (68.8%) applicants favored continuation of virtual interviews. The percentage of applicants favoring continuation of virtual interviews increased annually (57.5% in 2021, 70.2% in 2022, and 78.8% in 2023; <i>P</i><.001). Female sex (OR 1.43; 95% CI 1.30-1.56; <i>P</i><.001), underrepresented in medicine (UIM) status (OR 1.75; 95% CI 1.51-2.01; <i>P</i><.001), and geographic region (Central: OR 1.19; 95% CI 1.06-1.34; <i>P</i>=.003, and Northeast: OR 1.20; 95% CI 1.07-1.34; <i>P</i>=.002, versus South) were associated with favoring continuation of virtual interviews. Applicants to a surgical specialty (OR 0.58; 95% CI 0.53-0.64; <i>P</i><.001) were less likely to agree with the continuation of virtual interviews. <b>Conclusions</b> Most applicants favor continuation of virtual residency interviews, a trend that has increased over 3 consecutive application cycles.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 1","pages":"63-70"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11838067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469244","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":"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":"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":"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":"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}