Academic Medicine最新文献

{"title":"Cultivating caring practices in US clinical learning environments: a multi-site qualitative exploration of actions, barriers, and strategies.","authors":"Ashok Kumbamu, Stephanie B Corliss, Stephanie Starr, John F Dick, Greg Ogrinc, Susan M Cox, Vera K Tsenkova, Elizabeth M Petty, Wendy L Peltier","doi":"10.1093/acamed/wvag211","DOIUrl":"https://doi.org/10.1093/acamed/wvag211","url":null,"abstract":"<p><strong>Purpose: </strong>Health care professionals perceive caring as fundamental to their practice, viewing it as both a calling and a virtue. Yet, the literature on caring underscores a crisis of genuine commitment to caring and a growing need to foster caring values and actions within clinical learning environments. This study aimed to explore caring actions; examine perceived systemic, institutional, and individual barriers and facilitators to caring in health care; and identify multilevel strategies to promote caring behaviors in the clinical learning environment.</p><p><strong>Method: </strong>Researchers conducted 15 focus groups with 50 participants across six medical schools in the United States, including physicians, residents, medical students, nurses, administrative staff, and patients. A general inductive qualitative approach was used to explore the complexities and contradictions in caring values, strategies, and actions. Data were collected and analyzed from April 2021 to October 2023.</p><p><strong>Results: </strong>Results revealed actions that promote patient-centered care (eg,, caring gestures, trust-building), support health care teams (eg,, recognizing good work), nurture learners (eg,, promoting reflection through feedback), and enhance individual well-being (eg,, taking personal time). Participants also identified barriers to caring across individual (eg,, burnout and exhaustion, cultural and language barriers, lack of self-care), institutional (eg,, lack of institutional support, limited time, protocols and processes), and systemic (profit-driven health care, systemic pressures, health disparities, administrative burdens) levels in the clinical learning environment.</p><p><strong>Conclusions: </strong>Caring within clinical learning environments is not merely an individual concern, but an interaction among systemic, institutional, and individual dimensions that impact and can conflict with one another. Findings can inform the development of structured frameworks that effectively integrate caring values into medical curricula, promoting the education of health care professionals who are both clinically competent and committed to the compassionate care of patients, co-workers, learners, and themselves.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148413631","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":"Ten-year outcomes from the Columbia-Bassett program: a model for strengthening the underserved health workforce.","authors":"Peter Suwondo, Boyd Richards, Hetty Cunningham, Henry F C Weil","doi":"10.1093/acamed/wvag203","DOIUrl":"https://doi.org/10.1093/acamed/wvag203","url":null,"abstract":"<p><strong>Purpose: </strong>Longitudinal integrated clerkships (LICs) are associated with positive educational and workforce outcomes in the short term, but their influence on long-term career choice remains uncertain. The authors report results from an LIC-based curricular track at Columbia University designed to recruit medical students into socially oriented careers, including practice in medically underserved settings.</p><p><strong>Method: </strong>The authors reviewed educational and workforce outcomes among all physician graduates from Columbia between 2014-2023, comparing participants in the Columbia-Bassett (CB) rural LIC track (N = 96) with those completing the traditional curriculum (N = 1449). The authors assessed outcomes using data from institutional records, government databases, published analyses of the American Medical Association Physician Masterfile, and a cross-sectional survey of alumni completed in 2024.</p><p><strong>Results: </strong>CB participants were similar to peers in age, gender, and socioeconomic status but more likely to report rural background. They scored similarly to peers on U.S. Medical Licensing Exam Step 1 but higher on Step 2 CK and measures of patient-centeredness after LIC completion. Upon graduation, participants were more likely to enter rural or primary care-compatible residencies. At 8-10 years post-graduation, participants were more likely to practice in rural areas (20.8% vs 1.2%, P < .001) and health professional shortage areas (54.2% vs 17.1%, P < .001); a non-significantly higher proportion were also practicing primary care (29.2% vs 14.8%, P = .054). Participation was strongly associated with self-reported rural practice among alumni (adjusted odds ratio 23.4, P = .011) and robust to adjustment for factors including rural upbringing and pre-medical practice interests.</p><p><strong>Conclusions: </strong>These findings add evidence that LIC-based curricular interventions may produce desirable medical school outcomes in both the short and long term, especially to address workforce disparities in rural and other underserved areas.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377786","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":"MDCU MedUMORE: a national digital platform for equitable and lifelong medical education in Thailand and beyond.","authors":"Nijasri C Suwanwela, Surin Assawawitoontip, Gompol Suwanpimolkul, Sakunee Bharakulsuksathit, Pravee Kruachottikul, Chris Charoenlap, Sekh Thanprasertsuk, Aisawan Petchlorlian, Wasin Laohavinij, Nattawan Utoomprurkporn, Maneerat Chayanupatkul","doi":"10.1093/acamed/wvag207","DOIUrl":"https://doi.org/10.1093/acamed/wvag207","url":null,"abstract":"<p><strong>Problem: </strong>Inequities in educational infrastructure, faculty availability, and access to continuing professional development contribute to variability in physician preparedness across Thailand, particularly between urban and rural settings. Newly graduated physicians are frequently deployed to resource-limited areas with inconsistent access to structured continuing education and specialist supervision. Existing global digital learning platforms are often English-dominant and not aligned with local epidemiology, competency frameworks, or regulatory requirements. These gaps promote reliance on fragmented learning resources and affect workforce readiness. To address these challenges, MDCU MedUMORE was developed as a national digital medical education platform to support equitable access to standardized, contextually relevant learning resources.</p><p><strong>Approach: </strong>MDCU MedUMORE was launched in June 2022. The platform integrates multimodal educational resources, including video lectures, interactive modules, infographics, eBooks, simulation-based learning, and live educational events aligned with national competency frameworks and continuing medical education requirements. Instructional design is informed by constructivist, experiential, cognitive load, and social learning principles and operationalized through modular learning pathways, case-based content, and embedded assessment. Content is produced through standardized multidisciplinary workflows with iterative refinement guided by user analytics and feedback. Platform navigation is supported by artificial intelligence-assisted search and content recommendation.</p><p><strong>Outcomes: </strong>By the end of 2025, the platform reached nearly 25,000 registered users with approximately 5 million video views across all Thai provinces and neighboring countries. Early data demonstrate high learner satisfaction, post-test knowledge gains in selected modules, and improvements in learner confidence and procedural performance in simulation settings. Broad geographic uptake and increasing interprofessional participation suggest progress toward improving equitable access to continuing medical education.</p><p><strong>Next steps: </strong>Future priorities include expansion of artificial intelligence-enabled personalization, multilingual regional collaboration, interprofessional education integration, and public health literacy initiatives. Long-term evaluation will focus on knowledge retention, practice behavior change, and patient-level outcomes to determine sustained workforce and health system impact.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377831","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 teaching assistants: a scalable solution for supporting struggling medical students.","authors":"Alina Sami, Mark Adkins, Anne McLeod, Fok-Han Leung, Chris Gilchrist","doi":"10.1093/acamed/wvag208","DOIUrl":"https://doi.org/10.1093/acamed/wvag208","url":null,"abstract":"<p><strong>Purpose: </strong>Large language models (LLMs), such as OpenAI's ChatGPT, have demonstrated tutoring benefits in small-scale pilot studies within focused areas of medical education. This study evaluated the large-scale implementation of AI-teaching assistants (AI-TAs) within a compulsory medical school course.</p><p><strong>Method: </strong>A quasi-experimental observational study with a mixed-methods was conducted to assess the impact of AI-TAs in a compulsory first-year medical school course at the University of Toronto in 2024. The research team developed AI-TAs using OpenAI's ChatGPT-4o and introduced them as a supplementary resource at the course's midpoint. They analyzed exam performance among the students who used AI-TAs (n = 87) and students who did not (n = 206). Additionally, surveys (n = 18) and interviews (n = 10) explored student perceptions of AI-TAs' effectiveness, usability, and impact on learning.</p><p><strong>Results: </strong>Students who would later adopt AI-TAs had significantly lower pre-intervention exam scores than their peers (83.8% vs 88.1%; t(118.8)=-3.82, P<.001). They also more often failed to meet the course's assessment standard pre-intervention (24.1% vs 6.4%). After AI-TA adoption, performance converged for both early users (86.1% vs 86.5%; t(95.63)=-0.35, P=.72) and late adopters (85.6% vs 86.5%; t(26.08)=-0.52, P=.61), with similar proportions falling below the course's standard (4.4-6.4%). Thematic analysis and surveys identified three key advantages of AI-TAs: (1) Reliable and accurate educational support, (2) Efficient application across learning activities, and (3) Improved psychological safety, promoting engagement in active learning.</p><p><strong>Conclusions: </strong>AI-TAs correlated with improved exam performance, fewer students in academic difficulty, and enhanced student engagement through a psychologically safe learning environment. These findings suggest that AI-TAs can serve as a scalable, cost-effective tool to support struggling students, while complementing traditional instruction.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377840","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":"Remediation in health professions education: a scoping review of reviews.","authors":"Candace S Percival, Tasha R Wyatt, Paolo C Martin, Lauren A Maggio","doi":"10.1093/acamed/wvag003","DOIUrl":"10.1093/acamed/wvag003","url":null,"abstract":"<p><strong>Purpose: </strong>Becoming a physician requires navigating a deliberately rigorous pathway designed to ensure the development of competent physicians. Although most trainees complete training without difficulty, 2% to 30% require remediation. Remediation is a resource-intensive and emotionally charged process that often falls outside graduate medical education's (GME's) cultural norms, leading to negative personal and societal implications. This scoping review examines reviews on remediation in medical education with a focus on GME.</p><p><strong>Method: </strong>The authors searched Ovid MEDLINE, Embase, PsycINFO, and Web of Science for knowledge syntheses published from database inception to October 2025 discussing remediation in medical education, with a GME focus. The searches were initially run in December 2023 and updated in May and October 2025. Search terms included remediation, underperforming student, struggling learner, medical education, and review. Narrative and perspective reviews were excluded. A seven-stage remediation framework was used to organize the findings.</p><p><strong>Results: </strong>Fourteen reviews were analyzed, with most being systematic (7 [50.0%]) or scoping (4 [28.6%]) reviews. Included reviews were published between 2009 and 2025, with most (78.5%) published between 2020 and 2025. Definitions of struggling learner and remediation varied across the literature or were undefined, illustrating an absence of shared clarity in their meanings. Reviews commonly reported on the identification and diagnosis of competency deficiencies and interventions to address them but did not discuss how to communicate and involve learners in remediation planning or on high-impact outcomes to evaluate remediation efficacy.</p><p><strong>Conclusions: </strong>Clear definitions of remediation in medical education have yet to be agreed on. Furthermore, gaps still exist in our collective knowledge surrounding learner involvement with remediation efforts and in determining impactful outcomes that measure the success of remediation, the struggling learner's reintegration into the health profession after remediation, and, ultimately, improvements in patient care.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"858-868"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949317","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":"Harnessing the power of visualization: communicating calls for curricular change.","authors":"Andrea Berry, Weichao Chen, Cassandra Ward, John Ragsdale","doi":"10.1093/acamed/wvag129","DOIUrl":"10.1093/acamed/wvag129","url":null,"abstract":"<p><p>In this AM Last Page, the authors share visualization strategies that can be used to communicate curricular change as part of the Awareness, Desire, Knowledge, Ability, and Reinforcement (ADKAR) change management model. Compared to other change management models, ADKAR's focus on individual change is particularly effective at addressing personal responsibility and sustaining adoption.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"886-887"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147864765","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":"A community-informed toolkit for physician-scientist competencies and milestones: bridging the worlds of medicine and research.","authors":"Lourdes Estrada, Justin T Baca, Margaret H Baron, Lawrence F Brass, Clarissa S Craft, Jose E Cavazos, Aimee W Kao, Mary-Claire Roghmann, Jodi Yellin, Wayne T McCormack","doi":"10.1093/acamed/wvag053","DOIUrl":"10.1093/acamed/wvag053","url":null,"abstract":"<p><p>In 2022, the MD-PhD Competencies Development Workgroup, a subgroup of the Association of American Medical Colleges Group on Research, Education, and Training, initiated a project to define essential competencies for training physician-scientists, with a focus on MD-PhD education programs. The primary objective was to develop a comprehensive toolkit containing well-defined competencies and milestone-based tools to guide the education of individuals in MD-PhD combined degree programs. It is intended to augment, not duplicate, existing MD and/or PhD competency rubrics. A systematic approach was adopted in creating the toolkit, which included opportunities for the physician-scientist training community to con-tribute their collective experience and knowledge. This article describes the toolkit and its 3 main components: (1) 14 competencies grouped in 4 core domains, (2) a milestone-based assessment tool to track learner progress, and (3) guidelines for implementing the toolkit. This framework can be used to align expectations for learners and mentors, assess learner development, facilitate mentor-mentee conversations, adjust individualized learning goals, and self-identify curricular strengths and gaps. The toolkit can serve as a valuable resource for program directors, faculty mentors, and learners, empowering them to collaboratively shape the next generation of physician-scientists, bridging the worlds of medicine and research.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"777-785"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327989","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":"Associations of marital status with well-being and career intentions among medical residents: a national survey in Japan.","authors":"Kazuya Nagasaki, Yuka Kawase, Yuji Nishizaki, Taro Shimizu, Yu Yamamoto, Kiyoshi Shikino, Takashi Watari, Hiroyuki Kobayashi, Yasuharu Tokuda","doi":"10.1093/acamed/wvag209","DOIUrl":"https://doi.org/10.1093/acamed/wvag209","url":null,"abstract":"<p><strong>Purpose: </strong>Marital status has been associated with the well-being and career decisions of physicians; however, its role during residency remains underexplored, particularly in Japan. This study aimed to examine the association among marital status, psychological well-being, and intended specialty choice among postgraduate medical residents in Japan, with a focus on sex differences.</p><p><strong>Method: </strong>The authors conducted a nationwide cross-sectional survey in January 2023 of postgraduate second-year residents in Japan immediately after the 2022 General Medicine In-training Examination (GM-ITE). Participants completed the survey and provided complete data on their marital status and outcome measures. The primary outcomes included depressive symptoms (assessed using the Patient Health Questionnaire-2), burnout symptoms, job satisfaction, and work-related stress (assessed using the Mini-Z 2.0) as well as gender role attitudes and intended specialty. The authors estimated adjusted prevalence ratios (PRs) using modified Poisson regression with generalized estimating equations.</p><p><strong>Results: </strong>Among 2,721 residents included in the analysis (mean age, 27.7 years; 879 [32.3%] female), 551 (20.2%) were married, of whom 282 (51.2%) had physician spouses. Depressive symptoms were most common among unmarried residents (613/2,170 [28.2%]) and least common among those married to physicians (50/282 [17.7%]; P < .001). In adjusted analyses, being married to a physician was associated with a reduced depressive symptoms prevalence (PR, 0.62; 95% confidence interval [CI], 0.48-0.81) and increased job satisfaction (PR, 1.09; 95% CI, 1.02-1.18). Marital status showed no statistically significant association with burnout symptoms or work-related stress, and no statistically significant specialty preferences differences were observed according to marital status. Female residents, particularly those married to physicians, were more likely to disagree with traditional gender roles than their male counterparts.</p><p><strong>Conclusions: </strong>Among Japanese medical residents, marriage-particularly to another physician-was associated with fewer depressive symptoms and greater job satisfaction, whereas marital status was not associated with intended specialty choice.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363632","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":"Leveraging electronic health record data and artificial intelligence to develop a crosswalk tool for personalized clinical experience profiles of emergency medicine residents.","authors":"Nicholas Genes, Christian Graulty, Jung G Kim, Leland Chan, Chelsea Hayman, Nivedha Satyamoorthi, Sarah Spiegel, Joseph Offenbacher, Helen Finkelstein, Marina Marin, Selin T Sagalowsky","doi":"10.1093/acamed/wvag082","DOIUrl":"10.1093/acamed/wvag082","url":null,"abstract":"<p><strong>Problem: </strong>Graduate medical education requires learners to acquire broad clinical exposures to meet core competencies for unsupervised practice, but variability in clinical learning environments and reliance on resource-intensive assessments hinder precise assessment of trainees' clinical experiences. Electronic health records hold promise for precision medical education, yet manual mapping of International Classification of Diseases, Tenth Revision (ICD-10) codes to specialty-specific clinical practice domains limits scalability.</p><p><strong>Approach: </strong>The authors leveraged electronic health record data and artificial intelligence (AI) to map residents' encounter diagnoses to the American Board of Emergency Medicine's Model of the Clinical Practice of Emergency Medicine (MCPEM). Resident encounters across 3 sites at a single academic system (January 1-October 31, 2023) were analyzed with an AI model, mapped to MCPEM categories with ICD-10 descriptors, and quantified with vectors to match to the closest MCPEM category. Faculty raters validated the most common mappings iteratively, which were subsequently integrated into interactive learner dashboards.</p><p><strong>Outcomes: </strong>Among 119,320 encounters, 5960 unique ICD-10 descriptors (1126 stem codes) were identified. For the 650 most common diagnoses, 507 (78.0%) of emergency department diagnosis text descriptors were determined as valid mappings to an MCPEM subcategory. In mappings where faculty were discordant with the lowest distance mapping, 171 of 305 alternative subcategory mappings (56.0%) achieved agreement, increasing the concordance between reviewers to 515 of 650 (79.2%) overall. Interactive dashboards displayed resident-level case mix mapped to MCPEM categories, with anonymized peer comparisons and program-level aggregates, enabling identification of patterns and gaps by domain.</p><p><strong>Next steps: </strong>Planned work includes iterating AI-automated mappings by expanding inputs beyond diagnoses, engaging wider stakeholder review of mapping validations, and assessing generalizability to other specialties' content outlines to produce a scalable and reproducible model to increase the precision of feedback loops to inform graduate medical education, the clinical learning environment, and training design.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"793-798"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147516528","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":"Qualitative evaluation of an Accreditation Council for Graduate Medical Education-approved online hospice and palliative medicine fellowship program.","authors":"Katherine T Morrison, Regina M Fink, Kelly Arora, David Nowels, Melissa C Palmer, Tai Lockspeiser, Hareklia Brackett, Darcy Campbell, Maurice Scott, Frank Amos Bailey","doi":"10.1093/acamed/wvag007","DOIUrl":"10.1093/acamed/wvag007","url":null,"abstract":"<p><strong>Purpose: </strong>In 2020, the University of Colorado School of Medicine launched the Community Hospice and Palliative Medicine (CHPM) Fellowship, a part-time, innovative, online fellowship for midcareer physicians. The 3- to 4-year specialty training program, which includes completing a master of science in palliative care, was created to address the increasing need for palliative care physicians in communities with underdeveloped hospice and palliative medicine resources. This model enables fellows to remain in their communities and clinical practices while completing training leading to board certification. Guided by the Kirkpatrick Model, this program evaluation examined the fellows' perceptions of the program's effectiveness as a training model.</p><p><strong>Method: </strong>In 2023, 10 CHPM Fellowship graduates from the first 2 cohorts were invited to participate in recorded video interviews. Using a deductive rapid qualitative approach informed by the Kirkpatrick Model, investigators analyzed interview data across 4 levels of educational impact: satisfaction, learning, behavior, and results.</p><p><strong>Results: </strong>Ten graduates were interviewed. Feedback was relevant to all 4 Kirkpatrick Model levels, including program impacts on system changes, typically a challenging level to document. Four major themes emerged: developing self, being in community, feeling confident and competent, and facing challenges. Subthemes highlighted graduates' perceptions of being a palliative care role model and leader, experiencing personal and professional transformation, establishing supportive relationships, feeling supported by interdisciplinary faculty, and mastering diverse palliative care skills. Participants commented on the program's rigor and offered suggestions for including interdisciplinary faculty members in seminars, increasing business and program leadership content, and increasing administrative support.</p><p><strong>Conclusions: </strong>The CHPM Fellowship demonstrates a promising model for addressing the national palliative care workforce shortage by providing accessible, community-based training for midcareer physicians. As more physicians complete the program and are board eligible, continued evaluation will be important to update content, guide programmatic changes, and improve the online model.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"832-841"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020536","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}