Academic Medicine最新文献

{"title":"Translation of alcohol research to the academic medicine community.","authors":"George F Koob","doi":"10.1093/acamed/wvag249","DOIUrl":"https://doi.org/10.1093/acamed/wvag249","url":null,"abstract":"<p><p>The goal of alcohol research is to improve overall health and well-being. Alcohol misuse causes an estimated 178,000 deaths annually in the United States, involves over 4 million emergency room visits annually, and contributes to or exacerbates 200 medical disorders and conditions. Reducing and preventing the pathology and other consequences of alcohol misuse can significantly reduce morbidity and mortality. The National Institute on Alcohol Abuse and Alcoholism (NIAAA) was created in 1970 in response to national interest in fundamental research to address these challenges. The mission of NIAAA is to generate and disseminate fundamental knowledge about adverse effects of alcohol on health and well-being and apply that knowledge to improve the diagnosis, prevention, and treatment of alcohol-related problems, including alcohol use disorder, across the lifespan. Major advances have been made in the prevention and reduction of alcohol misuse, alcohol use disorder, and their consequences by (1) identifying patterns, trends, and public health impacts of alcohol misuse and designing effective interventions, (2) elucidating biological mechanisms of alcohol misuse and its consequences, including alcohol-related pathology, and (3) improving the diagnosis and treatment of alcohol use disorder and other alcohol-related conditions. Such efforts require an iterative process whereby the National Institutes of Health and NIAAA interact with medical schools and academic health systems of academic medicine to engage health professionals and health sciences students, clinical trainees, and faculty to meet these goals. Major challenges remain in translating fundamental research in diagnosis, prevention, and treatment into clinical practice in the academic medical community and into information for the public at large. The present commentary is a brief overview of recent alcohol research from a translational perspective for the academic medical community, described by: Quod Facimus, Quid Fecimus, et Quo Vadimus (Where Do We Come From? What are We? Where Are We Going?).</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More than a job.","authors":"Albert Bradford","doi":"10.1093/acamed/wvag281","DOIUrl":"https://doi.org/10.1093/acamed/wvag281","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Participation to Belonging: Empowering Trainees in Academic Medicine.","authors":"Joseph R Geraghty","doi":"10.1093/acamed/wvag275","DOIUrl":"https://doi.org/10.1093/acamed/wvag275","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Precision education in the era of AI: promise, pitfalls, and the data divide.","authors":"Brent Thoma, Teresa M Chan","doi":"10.1093/acamed/wvag278","DOIUrl":"https://doi.org/10.1093/acamed/wvag278","url":null,"abstract":"<p><p>Combining the power of artificial intelligence (AI) and the clinical data within Electronic Health Records is an innovation that may provide actionable educational insights on learners' experiences in the clinical learning environment. However, the adoption of such processes highlights significant systemic challenges. The \"digital divide\" poses a risk of inequity, as institutions with sophisticated data architectures can provide superior precision feedback compared to resource-limited centers. Also, the generalizability of AI models remains a concern, as tools trained on local coding patterns and patient populations may not translate across diverse clinical learning environments without rigorous calibration. Finally, the ability to quantify learners' clinical exposures raises fundamental questions regarding who defines the \"adequacy\" of clinical experiences. This commentary articulates how the medical education community must thoughtfully address these policy and technical challenges to help AI reach its potential to enhance physician training.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Biomedical and health sciences master's programs as pathways to medical school admission.","authors":"Connor L Ferguson, Dana Diaz, Marissa Tripoli Balko, Melissa McCartney","doi":"10.1093/acamed/wvag271","DOIUrl":"https://doi.org/10.1093/acamed/wvag271","url":null,"abstract":"<p><strong>Purpose: </strong>Biomedical and health sciences master's programs are increasingly used by premedical students as transitional pathways to medical school admissions, often as part of a structured gap year. Despite their growing prevalence, little is known about how these programs influence students' career readiness and science identity. This study comprehensively evaluates the experiences of students engaging in a gap year as a pathway to medical school admittance through the lens of career development and science identity.</p><p><strong>Method: </strong>Using an exploratory qualitative case study design grounded in Social Cognitive Career Theory and science identity frameworks, the authors conducted semi-structured interviews with 9 students enrolled in biomedical and health sciences master's programs at a U.S. research-intensive institution in fall 2024. Participants represented both pre-professional and discipline-specific programs. Interview data were analyzed using an iterative coding method to identify patterns related to motivations, career readiness, and science identity.</p><p><strong>Results: </strong>Findings were organized into four themes: (1) leveraging the master's degree for academic and application enhancement, (2) strengthening confidence for medical school, (3) engagement in the pursuit of professional aspirations, and (4) challenges on the career path. Participants primarily framed the master's program as a strategic tool to improve competitiveness for medical school. Motivations were extrinsically driven (e.g., boosting medical school competitiveness) versus intrinsic (e.g., subject interest).</p><p><strong>Conclusions: </strong>These findings highlight the need for greater transparency in program outcomes, stronger undergraduate advising, and intentional career development support to ensure meaningful returns on investment for students pursuing medical careers.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Medicine is a bridge.","authors":"John Havlik","doi":"10.1093/acamed/wvag276","DOIUrl":"https://doi.org/10.1093/acamed/wvag276","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148852027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Group decision-making in medical school competency committees: a multi-institutional ethnographic study.","authors":"Michael S Ryan, Pim Teunissen, Sally A Santen, Daniel J Schumacher, Andrew S Parsons, Rachel S Poeppelman, Shahab Jolani, R Logan Jones, Christina M Vitto, Alexandra Vinson","doi":"10.1093/acamed/wvag268","DOIUrl":"https://doi.org/10.1093/acamed/wvag268","url":null,"abstract":"<p><strong>Purpose: </strong>Competency committees use group decision-making procedures to determine when learners may advance in their training. These committees have been well-described in graduate medical education (GME) and efforts have explored transferability of this model to undergraduate medical education (UME). Existing research in UME has focused on committee structure and member perspectives, with little examination of decision-making processes. This study explored how UME competency committees use group decision-making to arrive at competency determinations.</p><p><strong>Method: </strong>This theory-informed, multi-institutional ethnographic study was conducted at seven medical schools in the United States between 2023-2024. Participants were members of each medical school's competency committee. Data sources included observations of committee deliberations and member interviews. The authors analyzed data using an abductive approach, combining inductive and deductive reasoning with theory to formulate an understanding of group decision-making. Effective group process, a theoretical model for group-decision making in GME, served as the primary lens for analysis.</p><p><strong>Results: </strong>A total of 20 competency committee meetings were observed, during which 242 students were discussed. Committees formulated their decisions in a complex context. Factors contributing to the complexity included the existence multiple groups concerned with student performance (e.g. competency committees, advancement committees, etc.), other metrics for performance (i.e. grades), and academic polices. A similar stepwise process was used to make decisions across sites. However, there was significant inter-institutional variation in procedures and rules related to student presentations and deliberations, voting procedures, and the chair's role. Outcomes were determined by locally established thresholds and decisions varied; some rendered remediation or entrustment decisions while others provided developmental feedback.</p><p><strong>Conclusions: </strong>Decision-making in the UME setting is complex with features distinct from GME. UME competency committees therefore require unique considerations to support effective group decision-making and mitigate challenges and threats to the process.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconnecting body and soul: the nexus of spirituality, compassion and empathy in medical education.","authors":"Philip A Pizzo","doi":"10.1093/acamed/wvag269","DOIUrl":"https://doi.org/10.1093/acamed/wvag269","url":null,"abstract":"<p><p>Spirituality, faith or religion are important to the majority of Americans. Although spirituality and religion are determinants of health and disease outcome, they are not prominently or consistently included in medical education. Students are receptive to learning about spirituality, and most physicians acknowledge its importance, but few discuss it with their patients. Courses or programs that include spirituality and its assessment as a medical competency have been attempted but not sustained, and most students and trainees do not feel adequately educated about spirituality. As a physician-scientist, educator and academic leader who believed he was attentive to the biopsychosocial model of care, exploring and responding to the spiritual or religious beliefs of patients was not prominent in my education or the care I provided. This changed when I trained as a chaplain after many decades in medicine, and recognized how important spiritualty was to the patients I visited. To better understand this I explored what might be done to remedy this gap in medical education and in the care of the whole patient, body and soul. In this Commentary I offer some recommendations. that include the importance of partnerships in education and care between physicians and chaplains as a way of providing students with tools to improve their awareness of the importance of spirituality in the patients they are caring for, as well as to improve their skills in empathy and compassion. Such collaborations can also teach students ways of being present and listening to their patient's fears and concerns about the impact of their disease. In addition, such partnerships can also help medical students reflect on their personal reaction to the illnesses of those they serve. Seeking ways to improve the connection of body and soul though the nexus of spiritualty, compassion and empathy, facilitates patient-centered care over disease-centered care, and thus care of the whole patient.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148834556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State-based limited license pathways: implications for graduate medical education, patient safety, and the U.S. physician workforce.","authors":"Madison R McCraney, Casey C Glymph, Jaclyn M Hall, Christopher R Cogle","doi":"10.1093/acamed/wvag261","DOIUrl":"https://doi.org/10.1093/acamed/wvag261","url":null,"abstract":"<p><p>Each year a competitive pool of over 52,000 applicants vying for 40,000 available residency positions in the United States leaves thousands of qualified graduates, particularly international medical graduates, without residency placements. At the same time, the nation faces a projected physician shortage of up to 86,000 by 2036, deepening concerns about health care access in underserved and rural communities. In response, several states have introduced limited license pathways, which allow unmatched medical school graduates who have passed licensing exams to practice under supervision without completing a residency program. As of May 2026, 12 states have implemented limited license pathways, signaling a shift in how physician readiness and medical licensure are defined in the United States. A comparative analysis of Canadian and U.S. state models offers insights into pathway variations and deficiencies in standardized oversight and longitudinal assessment of limited licensees. While these pathways aim to reengage unmatched graduates and alleviate workforce shortages, they raise critical concerns about the erosion of educational standards, patient safety, and professional development. This article examines the ethical and educational risks of these parallel license pathways and proposes 4 foundational components for minimum standards-educational oversight and quality standards, transparency and patient disclosure, career development support, and policy framing and communication. The academic medicine community has both the expertise and responsibility to lead a coordinated response, engaging national medical education organizations and state lawmakers, to ensure these licensure innovations enhance rather than compromise the integrity of the physician workforce pipeline and do not come at the cost of physician competence or patient safety.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic societies in medicine: functions, benefits, challenges, and opportunities.","authors":"William N Robiner, Robert T Brodell, Denise M Dupras, Neel B Shah, Eric Weissman, Andrea S Garrod, Laura A Shaffer, Claude Abdallah, Kimberly M Lumpkins","doi":"10.1093/acamed/wvag262","DOIUrl":"https://doi.org/10.1093/acamed/wvag262","url":null,"abstract":"<p><p>Health and biomedical science-related academic societies have played significant roles in the development and evolution of science and medicine, as well as the evolution of disciplines, including the diversification of medicine into specialties and subspecialties. They have also had formative roles in the development of clinical practice, professionalism, and training standards. The communities they establish promote knowledge creation and dissemination, provide career and professional development opportunities, articulate professional matters, offer networking opportunities, provide recognition, support members, and perform public engagement and advocacy work. They also play increasingly important roles in educating the public and disseminating objective, evidence-based medical and scientific information. Academic societies face challenges related to membership (recruiting new members and engaging and retaining current members), technology, hosting meetings and conferences, generational shifts (e.g., in demographics and attitudes toward working conditions, career paths, work-life integration), costs and logistics related to operations, and morale within institutions and professions. The Council of Faculty and Academic Societies of the Association of American Medical Colleges plays a unique role in supporting academic medical and related societies by providing an interprofessional forum for their interaction and dialogue, and is a vehicle for asserting their collective voice. To the extent that past is prologue, future advances in health care and science will depend, in part, on the resilience of academic societies and on the health professional workforces that they nourish.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148801229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}