Academic Medicine最新文献

{"title":"Foreword: Disability Inclusion in Undergraduate Medical Education.","authors":"Lisa M Meeks","doi":"10.1097/ACM.0000000000006151","DOIUrl":"10.1097/ACM.0000000000006151","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S49-S53"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477691","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":"Medical Schools and Their Universities and Health Systems: Facing a Far More Difficult Future.","authors":"Laura Weiss Roberts","doi":"10.1097/ACM.0000000000006177","DOIUrl":"10.1097/ACM.0000000000006177","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1107-1109"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755059","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":"2025 Dr. Hope Babette Tang Humanism in Healthcare Essay Contest: Third-Place Medical Student Essay: Between Silence and Speech: The Power of Listening in Psychiatric Care.","authors":"Ziad Saade","doi":"10.1097/ACM.0000000000006167","DOIUrl":"10.1097/ACM.0000000000006167","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 10","pages":"1156-1157"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139213","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":"Interprofessional Collaboration Between Law and Medicine: Opportunities for Health Equity Through Pathway Programs.","authors":"Nisha Chachad, Arkene Levy, Lauren Fine, Marilyn Uzdavines, Vijay Rajput","doi":"10.1097/ACM.0000000000006075","DOIUrl":"10.1097/ACM.0000000000006075","url":null,"abstract":"<p><strong>Abstract: </strong>Medical-legal partnerships may be a means of improving health inequity in the United States by offering a unique approach to health disparities among vulnerable patient populations due to their integration of 2 professional perspectives and bidirectional sharing of knowledge. The clinical side of a medical-legal partnership develops patient relationships that allow for identification of this disparity, whereas the legal side settles the underlying structural and political circumstances. Medical-legal partnerships are a rapidly increasing interventional strategy, and modern programs have been implemented within undergraduate and graduate medical education as well as at the attending physician level, thus fulfilling educational competencies while simultaneously remedying health injustice for marginalized patient populations in need. Interprofessional teachings encourage cooperation and mutual respect between soon-to-be physicians and lawyers, with the intention of inspiring engagement in collaborations, such as medical-legal partnerships, once these students begin practice in their respective fields. However, such opportunities for cooperation can be introduced even earlier. To advocate for early implementation of medical-legal partnerships within the careers of future medical and legal professionals, the authors explored both interventional strategies used by existing programs across the United States and novel approaches introduced at Nova Southeastern University, namely, interprofessional debate-based electives for medical and law students as well as pathway programs targeted to underrepresented high school students. Such early exposure to medical-legal partnerships offers experiential learning for medical and law students while introducing high school students to concepts of health equity, thus instilling in them awareness of health determinants as well as confidence in their ability to create meaningful change as future health care and legal professionals.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1128-1133"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049679","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":"Preparing Medical Students and Physicians to Cope With Their Medical Errors: A Scoping Review.","authors":"Julia Harrison, Chee Yan Ting, Michelle Leech, Elizabeth Molloy, Margaret Bearman","doi":"10.1097/ACM.0000000000006120","DOIUrl":"10.1097/ACM.0000000000006120","url":null,"abstract":"<p><strong>Purpose: </strong>Many clinicians will experience feeling responsible for inadvertently harming a patient through medical error. These situations can be distressing, difficult to navigate, and career altering. In addition to aftermath support, there is a recognized need for preemptive education to better prepare clinicians to cope after such events. Little published guidance exists about how best to do this. This scoping review explores the current knowledge about educational programs and strategies to prepare medical students and physicians to cope effectively with their own medical errors.</p><p><strong>Method: </strong>Three online databases, MEDLINE, PsycINFO, and Scopus, were searched on January 3, 2025, for articles published from database inception to the search date that described programs designed to prepare medical students and/or physicians to cope better with personal involvement in patient harm from medical error. Eligibility screening and data recording were independently performed by 2 reviewers. Simple data were summarized, and common pedagogical strategies were identified by inductive thematic analysis.</p><p><strong>Results: </strong>The search yielded 5,359 unique articles for screening, of which 97 full-text articles were retrieved. Twelve articles met the eligibility criteria. The study interventions varied in structure and delivery methods but shared similar rationale, key messages, and pedagogical strategies. Dominant pedagogical strategies were divided into 2 groups: (1) what students need to learn about coping after medical error (attend to emotions, universality of fallibility, helpful and unhelpful paths for coping, workplace culture, care for colleagues, transfer of learning to the workplace) and (2) ways to support students in this learning (actual cases, psychological safety and honest conversation, role-modeling, reflection and learning from others' experience).</p><p><strong>Conclusions: </strong>A constellation of pedagogical strategies synthesized from the literature provides program design ideas for education that targets the development of learners' capacity to cope with involvement in patient harm from medical error.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1218-1225"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250692","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":"Artificial Intelligence to Support Qualitative Data Analysis: Promises, Approaches, Pitfalls.","authors":"David A Cook, Shiphra Ginsburg, Adam P Sawatsky, Ayelet Kuper, Jonathan D D'Angelo","doi":"10.1097/ACM.0000000000006134","DOIUrl":"10.1097/ACM.0000000000006134","url":null,"abstract":"<p><strong>Abstract: </strong>How can artificial intelligence (AI) be used to support qualitative data analysis (QDA)? To address this question, the authors conducted 3 scholarly activities. First, they used a large language model, ChatGPT-4, to analyze 3 existing narrative datasets (February 2024). ChatGPT generated accurate brief summaries; for all other attempted tasks, the initial prompt failed to produce desired results. After iterative prompt engineering, some tasks (e.g., keyword counting, summarization) were successful, whereas others (e.g., thematic analysis, keyword highlighting, word tree diagram, cross-theme insights) never generated satisfactory results. Second, the authors conducted a brief scoping review of AI-supported QDA (through May 2024). They identified 130 articles (104 original research, 26 nonresearch), of which 64 were published in 2023 or 2024. Seventy studies inductively analyzed data for themes, 39 used keyword detection, 30 applied a coding rubric, 28 used sentiment analysis, and 13 applied discourse analysis. Seventy-five used unsupervised learning (e.g., transformers, other neural networks). Third, building on these experiences and drawing from additional literature, the authors examined the potential capabilities, shortcomings, dangers, and ethical repercussions of AI-supported QDA. They note that AI has been used for QDA for more than 25 years. AI-supported QDA approaches include inductive and deductive coding, thematic analysis, computational grounded theory, discourse analysis, analysis of large datasets, preanalysis transcription and translation, and offering suggestions for study planning and interpretation. Concerns include the imperative of a \"human in the loop\" for data collection and analysis, the need for researchers to understand the technology, the risk of unsophisticated analyses, inevitable influences on workforce, and apprehensions regarding data privacy and security. Reflexivity should embrace both strengths and weaknesses of AI-supported QDA. The authors conclude that AI has a long history of supporting QDA through widely varied methods. Evolving technologies make AI-supported QDA more accessible and introduce both promises and pitfalls.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1134-1149"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486856","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":"Evaluating Disability-Inclusive Content on U.S. Medical Schools' Websites: A National Study.","authors":"Ifeoma Ikedionwu, Kirsten Ludwig, Dominique Cook, Marjorie Fitzsimmons, Allison Liu, Benjamin Case, Eli Falk, Jeanne Farnan, Lisa M Meeks","doi":"10.1097/ACM.0000000000006133","DOIUrl":"10.1097/ACM.0000000000006133","url":null,"abstract":"<p><strong>Purpose: </strong>Despite national calls for disability inclusion in medical education, medical students with disabilities (MSWD) continue to face systemic barriers. One understudied but critical factor is how medical schools publicly communicate their commitment to inclusion, especially through their websites, which often serve as the initial point of reference for prospective applicants. In this research report, the authors evaluate the presence and quality of disability-inclusive content on the websites of U.S. MD-granting medical schools and assess alignment with best practices.</p><p><strong>Method: </strong>From May 2023 to July 2023, a cross-sectional content analysis was performed on the websites of all but one U.S. MD-granting medical schools listed in the annual Association of American Medical Colleges' (AAMC) Organizational Characteristics Database. Websites were independently reviewed by trained coders using a 5-item rubric based on AAMC and American Medical Association recommendations and scored on 5 themes: (1) disability in diversity statements, (2) accommodations request instructions, (3) affiliation with national MSWD organizations, (4) comprehensive technical standards, and (5) public technical standards. The \"total disability inclusion\" score ranged from 0 to 8.</p><p><strong>Results: </strong>The national average disability inclusion score was 5.9/8. Most school websites (96.1%) provided accommodation instructions, but only 38.3% included disability in public diversity statements. Technical standards were publicly available in 92.9% of cases but varied in clarity and accessibility. No significant associations were found between inclusion scores and institutional characteristics, though regional patterns were observed.</p><p><strong>Conclusions: </strong>Despite progress, public messaging on disability inclusion remains inconsistent. Clear, inclusive website content is essential to attract and support MSWD and should be guided by national standards and mechanisms for accountability.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S138-S143"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477690","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":"Promoting Disability Inclusion Through an Expanded Conceptual Framework of the Learning Environment.","authors":"Alexandra C P Theall, Joanne E Crandall, Haley N Gamboa, Michael Chichioco, Sarah E Hughes, Larry Gruppen, Erick Hung","doi":"10.1097/ACM.0000000000006148","DOIUrl":"10.1097/ACM.0000000000006148","url":null,"abstract":"<p><strong>Abstract: </strong>The inclusion of people with disabilities in medicine is imperative to ensuring a diverse, culturally adept physician workforce. Despite increasing representation in U.S. medical schools, medical students with disabilities (MSWD) continue to face considerable challenges in pursuing medical education due to systemic discrimination, entrenched biases, and insufficient support and program accessibility. To systematically address the disparities and challenges faced by MSWD, there is a pressing need for a comprehensive framework to design, implement, and evaluate the breadth of initiatives employed across learning contexts needed to promote disability equity, inclusion, and belonging. Here, the authors expand on Gruppen and colleagues' existing conceptual framework of the learning environment (LE) in the health professions by considering the role of societal influence on students' educational experiences. The authors offer this updated conceptualization of the LE as an approach to perform detailed assessments of the broader educational climate, identify areas for improvement, implement interventions that advance equity and inclusion, and evaluate these important initiatives.The framework conceptualizes the LE as consisting of 2 dimensions-the material, which includes physical and virtual components, and the psychosocial, which adds personal, social, organizational, and societal components. These 6 components profoundly affect medical students' educational opportunities and learning outcomes. By thoughtfully considering these factors, medical schools can assess the LE in a dynamic, iterative manner. Furthermore, medical schools can foster disability equity and inclusion through the development of interventions that strategically address a spectrum of LE domains. This framework can be applied in real-world settings to support the design, implementation, and evaluation of accessibility and equity initiatives across diverse institutional contexts. By leveraging this systems-oriented framework to guide these efforts, medical schools can thoughtfully create inclusive environments that support the success of all learners.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"S84-S91"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477705","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":"Snooze Control: Evidence-Based Strategies for Mastering Sleep on Night Shifts.","authors":"Brendan Freeman, Anand Swaminathan, Abbas Husain","doi":"10.1097/ACM.0000000000006051","DOIUrl":"10.1097/ACM.0000000000006051","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1238"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732503","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":"Concerns About a Residency Curriculum in Medical Aid in Dying.","authors":"Eve E Slater","doi":"10.1097/ACM.0000000000006066","DOIUrl":"10.1097/ACM.0000000000006066","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1112"},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143997561","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}