Journal of graduate medical education最新文献

{"title":"Language Proficiency: How the Physician Data Initiative's Data Collection and Reporting Standard Impacts Graduate Medical Education.","authors":"Pilar Ortega, William McDade","doi":"10.4300/JGME-D-25-00138.1","DOIUrl":"10.4300/JGME-D-25-00138.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"254-259"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096122/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143893","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":"On Trust.","authors":"Michael Binder","doi":"10.4300/JGME-D-24-00608.1","DOIUrl":"https://doi.org/10.4300/JGME-D-24-00608.1","url":null,"abstract":"<p><p>Visual Abstract.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"237-238"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143899","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":"Construct Validity Evidence for ACGME Milestones in Surgical Specialties: A Systematic Review.","authors":"Ting Sun, Stanley J Hamstra, Kenji Yamazaki, Katherine Jiawen Ren, Brigitte Smith","doi":"10.4300/JGME-D-24-00524.1","DOIUrl":"10.4300/JGME-D-24-00524.1","url":null,"abstract":"<p><p><b>Background</b> The Accreditation Council for Graduate Medical Education (ACGME) Milestones use has been formative and low-stakes to date, and transitioning to higher-stakes applications in a truly competency-based medical education (CBME) system requires extensive validity evidence. Surgical specialties, with their unique demands for procedural skills and operative experience, represent a critical context for evaluating the validity of Milestones. <b>Objective</b> To synthesize studies reporting validity evidence for the ACGME Milestones in surgical specialties. <b>Methods</b> This systematic review was conducted based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A systematic literature search was conducted across 8 databases and references to identify studies that reported validity evidence for Milestones in surgical specialties. Literature was reviewed for inclusion using Covidence and coded based on Messick's framework. The quality of the studies was evaluated using the Medical Education Research Study Quality Instrument. <b>Results</b> A total of 114 studies were included from 2013 to 2023. The primary source of validity evidence (n=45, 39.5%) was relations to other variables (knowledge and skills, learner characteristics, patient/health care, social-emotional variables), followed by response processes (n=38, 33.3%: interrater reliability, rating processes, structure of Clinical Competency Committee, rater training, longitudinal reliability, straightlining) and consequences (n=29, 25.4%: value and utility, intended use, anticipated impact). Only 12 studies (10.5%) reported internal structure evidence. <b>Conclusions</b> This study provides insights into understanding what constitutes validity evidence within the context of ACGME Milestones in surgical specialties. This review highlights areas where further research is needed to support the moderate to high-stakes use of Milestones in a CBME system.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"162-171"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143869","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 RISE Assessment: A Tool to Evaluate Competencies in Patient Safety and Quality Improvement.","authors":"Michael S Leonard, Elizabeth Anson, Derek Wakeman, Brett Robbins, Irena P Boyce, Naz Baecher, Holly A McGregor","doi":"10.4300/JGME-D-24-00749.1","DOIUrl":"10.4300/JGME-D-24-00749.1","url":null,"abstract":"<p><p><b>Background</b> Medical schools and residency programs have increasingly established formal education and standardized curricula in patient safety and quality improvement. However, assessment of resident and fellow proficiency in these areas can be challenging. Our institution needed a tool with a broad scope of content and detailed competency levels. We therefore created the Rochester Improvement and Safety Education (RISE) Assessment. <b>Objective</b> To describe the development, structure, and implementation of the RISE Assessment and provide preliminary validity evidence, including feasibility of use. <b>Methods</b> The first axis of the tool consists of 4 domains divided into 8 subdomains and 52 content areas. The second axis utilizes a rubric, establishing consistent expectations for each proficiency level in an Accreditation Council for Graduate Medical Education Milestone-based format. A total of 1498 incoming and postgraduate year (PGY) 1-9 residents and fellows completed the RISE Assessment at least once between May 29, 2018, and August 30, 2022. This included incoming residents (N=418), PGY-1-4s (N=667), incoming fellows (N=120), and PGY-5-9s (N=293). <b>Results</b> Higher RISE scores were found for PGY-1-4s than incoming residents and for PGY-5-9s than incoming fellows. There was no difference in mean RISE scores between incoming fellows and PGY-1-4s. Analysis of a cohort of incoming residents (N=136) who completed the RISE Assessment upon starting their residency and then again at least 2 years later showed an increase in scores. <b>Conclusions</b> Higher proficiency scores with increasing PGY levels and with assessments performed by the same residents over time provide validity evidence for the RISE Assessment.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"217-223"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143853","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 \"A Perspective on Promotion in Place and Competency-Based, Time-Variable Graduate Medical Education\".","authors":"Mary Ellen J Goldhamer, John Patrick T Co","doi":"10.4300/JGME-D-25-00098.1","DOIUrl":"10.4300/JGME-D-25-00098.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"242-243"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143907","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":"Building the Future Curriculum for Emergency Medicine Residency Training.","authors":"Linda Regan, Douglas McGee, Felicia Davis, Tiffany Murano","doi":"10.4300/JGME-D-25-00101.1","DOIUrl":"10.4300/JGME-D-25-00101.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"248-253"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143863","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":"\"Left Seat, Right Seat\": Transitions of Care Within Graduate Medical Education.","authors":"Joshua L Denson, Kristin Bateman","doi":"10.4300/JGME-D-25-00174.1","DOIUrl":"10.4300/JGME-D-25-00174.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"260-264"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143806","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":"Challenges in Removing US Residency Training Requirements for State Licensure.","authors":"Forrest Bohler, Christine A Simon, Kongkrit Chaiyasate","doi":"10.4300/JGME-D-24-00548.1","DOIUrl":"10.4300/JGME-D-24-00548.1","url":null,"abstract":"","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"140-142"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096114/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143865","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":"Resident and Attending Physician Perspectives on Indirect Observation in Competency-Based Medical Education.","authors":"Kathleen O'Connell, Jeffrey Landreville, Nancy Dudek, Allan McDougall, Melissa Reed, Warren J Cheung","doi":"10.4300/JGME-D-24-00603.1","DOIUrl":"10.4300/JGME-D-24-00603.1","url":null,"abstract":"<p><p><b>Background</b> Despite calls for increased direct observation for workplace feedback and assessment, such forms of observation are not always feasible. A considerable amount of trainee observation occurs via indirect means. <b>Objective</b> To explore attending and resident perspectives on direct and indirect observation to determine their impact on workplace feedback and assessment. <b>Methods</b> Ten attending and 8 resident physicians were interviewed about their experiences and perspectives regarding direct and indirect observation. Data were collected from January to November 2021. Interview transcripts were analyzed using inductive thematic analysis. <b>Results</b> Major themes identified included: varying descriptions of direct and indirect observation, factors influencing the selection of observation type, the perceived utility of each observation type, and the perceived quality and credibility of feedback generated by each observation type. Direct observation was preferred for assessment of technical, communication, and leadership skills. Attending physicians felt they could provide an accurate assessment of the learner's clinical reasoning and management using indirect observation. However, residents did not consistently find the resultant feedback to be credible. This tension seemed to stem from residents not being aware of how indirect observation informed attending physicians' judgements and feedback. Residents with more insight on the use and methods for indirect observation perceived this feedback as credible. <b>Conclusions</b> Participants identified that indirect methods can be useful and appropriate for the assessment of clinical reasoning and for fostering independence. Residents demonstrating an understanding of how indirect observation informed attending physicians' assessments appeared to find this feedback more credible.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"182-188"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096130/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143902","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":"Demographic Differences Between Applicants Who Submitted Rank Order Lists and Applicants Who Matched in 2022 and 2023.","authors":"Jenny X Chen, Francis Deng","doi":"10.4300/JGME-D-24-00512.1","DOIUrl":"10.4300/JGME-D-24-00512.1","url":null,"abstract":"<p><p><b>Background</b> Resident selection processes may alter the representation of applicants with certain demographic characteristics. The impact of potential biases at each phase of selection should be examined. <b>Objective</b> To investigate the differences between applicants who submit rank order lists (ROLs) and applicants who match in the National Resident Matching Program (NRMP) Main Residency Match. <b>Methods</b> We analyzed publicly available NRMP data for the 2022 and 2023 Matches to compare self-reported sex, sexual orientation, race, ethnicity, disability status, and citizenship between applicants who submitted ROLs and applicants who matched. <b>Results</b> Of the 73 426 applicants who submitted ROLs, 60 655 applicants matched. A higher percentage of matched applicants were female as compared to those who submitted ROLs (+2.0%, 95% CI, 1.4 to 2.5). A higher percentage of matched applicants identified as bisexual (+0.2%, 95% CI, 0.04 to 0.4), whereas a lower percentage of matched applicants identified as heterosexual (-0.4%, 95% CI, -0.7 to -0.1). White applicants represented a higher percentage of matched applicants (+2.9%, 95% CI, 2.3 to 3.4), whereas Asian and Black/African American applicants comprised lower percentages of matched applicants as compared to all applicants (Asian: -1.5%, 95% CI, -2 to -1; Black/African American: -0.6%, 95% CI, -1 to -0.3). Hispanic/Latino and non-US citizens also comprised lower percentages of matched applicants (Hispanic/Latino: -0.5%, 95% CI, -0.8 to -0.1; non-US citizen: -4.9%, 95% CI, -5.3 to -4.5). There was no difference for applicants with disabilities. <b>Conclusions</b> Differences exist between the demographics of applicants who submitted ROLs compared to those who matched.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 2","pages":"196-203"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12096123/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143872","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}