Journal of graduate medical education最新文献

{"title":"Change Management and Innovation in Graduate Medical Education.","authors":"Holly A Caretta-Weyer, Catherine L Coe, John Patrick T Co, Tonya L Fancher, Maya M Hammoud, Ami L DeWaters","doi":"10.4300/JGME-D-24-00576.1","DOIUrl":"10.4300/JGME-D-24-00576.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"42-47"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080500/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095150","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":"Implementing the 5 Core Components of Competency-Based Medical Education in US Emergency Medicine Residency Programs.","authors":"Holly A Caretta-Weyer, Benjamin H Schnapp, Charles A Brown, Abra Fant, Michael A Gisondi, Charles W Kropf, Matthew Magda, Matthew Pirotte, Kevin R Scott, Lalena M Yarris","doi":"10.4300/JGME-D-24-00639.1","DOIUrl":"10.4300/JGME-D-24-00639.1","url":null,"abstract":"<p><p><b>Background</b> As graduate medical education programs implement competency-based medical education (CBME) approaches, many specialties struggle to adopt this paradigm in a way that successfully incorporates the 5 core components of CBME. <b>Objective</b> To develop and implement the 5 core components of CBME within 8 US emergency medicine (EM) residency programs and assess acceptability and feasibility. <b>Methods</b> We designed an intervention to implement the 5 core components of CBME: (1) an outcomes framework; (2) developmental progression; (3) tailored learning experiences; (4) competency-focused instruction or coaching; and (5) programmatic assessment. A consensus process to develop the framework and developmental trajectory was followed and included the development and deployment of programmatic assessment, coaching programs, and individualized learning plans using a shared model for implementation. We implemented the intervention beginning in August 2021. We surveyed site implementation leads about its feasibility and acceptability. <b>Results</b> The survey response rate was 100% (8 of 8). Estimated time required for the project intervention was 2 to 15 hours per month and 4 to 21.4 hours per month for the program coordinator and program leadership, respectively, with no additional salary provided. Residents and faculty received brief training about the CBME program (0.25 to 1 hours for residents and 0.5 to 1 hour for faculty), with periodic reminders afterward. Site leads perceived mixed acceptability from residents and faculty. Perceived challenges to implementation included resistance to change, time limitations, faculty discomfort with providing written assessment data, and difficulties navigating institutional barriers to technology-enhanced data collection. <b>Conclusions</b> CBME was estimated to require manageable time for program staff and leadership, with mixed acceptability from residents and faculty.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"57-63"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080492/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095100","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 the Transition From Medical School to Residency in Obstetrics and Gynecology: Lessons Learned and Future Directions.","authors":"Maya M Hammoud, David A Marzano, Helen K Morgan, AnnaMarie Connolly, Erika Banks, Eric Strand, Karen George, Arthur T Ollendorff, John L Dalrymple, Abigail Ford Winkel","doi":"10.4300/JGME-D-24-00580.1","DOIUrl":"10.4300/JGME-D-24-00580.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"15-18"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095124","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":"Program Evaluation for Graduate Medical Education: Practical Approaches From the Reimagining Residency Evaluation Community of Practice.","authors":"Judee Richardson, Lalena M Yarris, Patricia A Carney, Erin Goss, Melissa I Zelaya, Helen K Morgan, Fei Chen, Julie A Schumacher, Paul O'Rourke, Colleen Gillespie, Britta M Thompson, Mary Ellen J Goldhamer","doi":"10.4300/JGME-D-24-00492.1","DOIUrl":"10.4300/JGME-D-24-00492.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"53-56"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080493/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095197","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":"Welcome to the JGME Reimagining Residency Supplement.","authors":"Arianne Cuff Baker, M Douglas Jones, Dink Jardine, Nikhil Goyal","doi":"10.4300/JGME-D-25-00302.1","DOIUrl":"https://doi.org/10.4300/JGME-D-25-00302.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095207","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":"Seven Tips for Successfully Operationalizing GME Innovations at the System Level: The iPACE Experience.","authors":"Kalli Varaklis, Sarah Hallen","doi":"10.4300/JGME-D-24-00621.1","DOIUrl":"10.4300/JGME-D-24-00621.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"28-31"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095200","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":"Coaching in GME: Lessons Learned From 3 Unique Coaching Programs.","authors":"Magdalena Scheer, Kevin R Scott, Zachary Schoppen, Barbara Porter, Holly A Caretta-Weyer, Maya M Hammoud, Abigail Ford Winkel","doi":"10.4300/JGME-D-24-00412.1","DOIUrl":"10.4300/JGME-D-24-00412.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2 Suppl","pages":"10-14"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095070","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":"eSLOE 2.0: Examining Data From the First 2 Application Cycles of the Updated Emergency Medicine Electronic Standardized Letter of Evaluation.","authors":"Sharon Bord, Erin Karl, Doug Franzen, Cullen B Hegarty, Joseph B House, Katherine M Hiller, Kevin Hamilton, Alexis Pelletier-Bui","doi":"10.4300/JGME-D-24-00501.1","DOIUrl":"10.4300/JGME-D-24-00501.1","url":null,"abstract":"<p><p><b>Background</b> The emergency medicine (EM) Standardized Letter of Evaluation (SLOE) was created to provide a standardized, concise, and differentiated evaluation of EM residency applicants. It was revised in 2022 (eSLOE 2.0) to better align with the shift toward competency-based evaluations in undergraduate and graduate medical education. <b>Objective</b> To investigate how applicants were rated by evaluators on the new competency-based component and revised normative-based components of the eSLOE 2.0 and to establish preliminary validity for the new letter format. <b>Methods</b> Data from the first 2 application cycles utilizing the eSLOE 2.0 (2022-2023, 2023-2024) were accessed via a national EM database. The data specifically from parts A (core EM clinical skills), B (professionalism and interpersonal skills), and C (anticipated guidance during residency and rank list placement) were examined. <b>Results</b> Data from the 11 789 letters, representing 6543 unique applicants, revealed that 44.8% to 71.7% of applicants were designated as fully entrustable, and 27% to 50.7% as mostly entrustable on part A skills. Most applicants (81.7% to 85.7%) were placed as either 4 or 5 (1-5 Likert scale) in each part B skill. Nearly fifty-two percent (n=6076) were anticipated to need standard guidance in residency, while 32.8% (n=3872) were anticipated to need minimal guidance and 15.6% (n=1841) to need moderate or most guidance. In part C, 20.5% (n=2414) were designated as being in the top 10% on the rank list, 37.2% (n=4381) in the top third, 31.6% (n=3727) in the middle third, and 10.0% (n=1178) in the lower third. <b>Conclusions</b> The findings from the first 2 years of utilizing the eSLOE 2.0 format offer preliminary validity data on this new letter format.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"211-216"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096113/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143877","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":"Examining Resident Burnout Through the Lens of Self-Determination Theory: The Role of General Causality Orientations.","authors":"Adam Neufeld, Greg Malin, Oksana Babenko, Cesar Orsini","doi":"10.4300/JGME-D-24-00481.1","DOIUrl":"10.4300/JGME-D-24-00481.1","url":null,"abstract":"<p><p><b>Background</b> Burnout continues to plague graduate medical education, and theory-informed approaches are lacking for effectively tackling this problem. Studies on personal factors that explain physician burnout have also neglected the role of self-determination. In self-determination theory, general causality orientations-<i>autonomy</i>, <i>control</i>, and <i>impersonal</i>-represent individual differences in self-determination that can be socialized and primed within environments, each relating to different motivation, behavior, and well-being outcomes. <b>Objective</b> To investigate how each general causality orientation relates to resident burnout, the hypothesis being that the <i>autonomy</i> orientation will negatively correlate, while the <i>control</i> and <i>impersonal</i> orientations will positively correlate. <b>Methods</b> Surveys containing demographic questions and 2 scales-the Causality Orientations at Work Scale and Oldenburg Burnout Inventory-were sent in 2023 to a sample of Canadian residents across 3 institutions. Correlation and multiple regression analyses were performed, controlling for significant demographic factors. <b>Results</b> A total of 243 of 1200 residents (20.5%) completed the survey. The 3 general causality orientations accounted for 31.5% of the variance in resident burnout, with <i>autonomy</i> correlating negatively (<i>B</i>=-0.24; <i>P</i><.001; 95% CI, -0.37 to -0.11) and <i>control</i> (<i>B</i>=0.20; <i>P</i>=.003; 95% CI, 0.07 to 0.33) and <i>impersonal</i> (<i>B</i>=0.28; <i>P</i><.001; 95% CI, 0.13 to 0.42) correlating positively. <b>Conclusions</b> Resident burnout is positively associated with the <i>control</i> and <i>impersonal</i> causality orientations, and negatively associated with the <i>autonomy</i> causality orientation.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"224-228"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143881","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":"Impact of a Hospital-Wide Nursing Strike on an Emergency Medicine Residency: Lessons Learned.","authors":"Timothy Friedmann, Frederick Milgrim, Alexander Tran, Duncan Grossman, Elaine Rabin","doi":"10.4300/JGME-D-24-00983.1","DOIUrl":"10.4300/JGME-D-24-00983.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"147-149"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143889","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}