Academic Medicine最新文献

{"title":"Navigating faculty coaching: a framework of key considerations.","authors":"Linda M Love, Kari A Simonsen, Gary L Beck Dallaghan, Carrie Bowler","doi":"10.1093/acamed/wvag015","DOIUrl":"10.1093/acamed/wvag015","url":null,"abstract":"<p><p>Coaching is considered the next generation of professional development in academic medicine, building on the historically important roles of advisor, mentor, and sponsor. A growing number of organizations are exploring or currently using coaching to support their employees and/or learners. Positive impressions of coaching have contributed to its ubiquitous use. However, to avoid confusion about the aim, approach, and outcomes of coaching, a thorough stakeholder analysis, an intentional organizational design, and a sustainable execution plan are necessary. Faculty and workforce coaching programs are distinct from learner coaching. Workplace coaching has pivoted from a disciplinary, problem-based reaction to a proactive investment in top performers. Coaching has also broadened beyond the C-suite, as a meaningful investment across all workforce layers. A coaching relationship helps high-achieving faculty elevate or sustain performance by having a thinking partner to reflect on situations, values, or vision; analyze and build awareness of needs or gaps; investigate impact factors of actions or inactions; strategize goals, priorities, and timelines; and evaluate decisions and options. Offering coaching as part of contemporary benefits packages signals career-long organizational interest in supporting talent. Coaching for faculty is a versatile and personalized approach to professional development and can be achieved through individualized, group, online, and in-person interactions. Key considerations for planning, launching, redesigning or evaluating a faculty coaching program are outlined, including expected faculty consumers, stakeholder concerns, access, benefits, goals, and outcomes of coaching within an academic medicine environment.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"496-505"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047341","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 framework for scholarly development in health professions education.","authors":"Sara Hunt, Rebecca Blanchard, Katherine McOwen","doi":"10.1093/acamed/wvaf046","DOIUrl":"10.1093/acamed/wvaf046","url":null,"abstract":"<p><p>The framework presented in this Last Page offers a scaffolded, iterative approach to scholarly development in health professions education, supporting educators as they progress from foundational skills to national leadership.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"592-593"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470178","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":"Integrating large language models into postgraduate assessment design.","authors":"Ismail Sivri, Furkan M Ozden, Tuncay Colak","doi":"10.1093/acamed/wvaf100","DOIUrl":"10.1093/acamed/wvaf100","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"464"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146776969","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":"Exploring the alignment between medical school outcomes with residency competencies: a modified Delphi study.","authors":"Sally A Santen, Luan Lawson, Jose A Negrete Manriquez, Marjorie Westerveld, Laurah Turner, Anita Wilson, Yoon Soo Park, Eric S Holmboe, Michael S Ryan","doi":"10.1093/acamed/wvaf027","DOIUrl":"10.1093/acamed/wvaf027","url":null,"abstract":"<p><strong>Purpose: </strong>Facilitation of competency-based medical education adoption would benefit from alignment between medical school (undergraduate medical education [UME]) and residency (graduate medical education [GME]) assessments. This study explores the strength of an a priori alignment of medical school assessments with residency competency domains to guide programmatic assessment and research.</p><p><strong>Method: </strong>In fall 2023, the authors (US faculty with UME and GME expertise) used a 2-phase Delphi consensus approach (9 participants in phase 1 and 16 in phase 2) to independently map medical school assessments to the Accreditation Council for Graduate Medical Education competency domains (0, no association; 1, some or moderate association; and 2, strong association). The mean responses were used to create a heatmap of the strength of associations, with a score of 1.5 or higher indicating a meaningful association. Consensus discussion was used to develop a final heatmap of associations.</p><p><strong>Results: </strong>Strong a priori associations emerged for the patient care domain and metrics of clerkship grading, professionalism concerns, clinical skills, and failure to match. Medical knowledge was closely associated with the United States Medical Licensing Examination Step scores and preclinical metrics. Communication and professionalism were associated with professionalism concerns, Gold Humanism Honor Society membership, clerkship grades and rank, clinical skills, Step 2 Clinical Skills failure, and failure to match or Supplemental Offer and Acceptance Program participation. Practice-based learning and improvement and systems-based practice had weaker associations, suggesting these competencies may be less reflected in traditional medical school metrics. However, subcomponents of practice-based learning related to reflection revealed associations with professionalism concerns and match outcomes.</p><p><strong>Conclusions: </strong>Experts perceived associations between UME and GME assessments in multiple domains, with weaker associations in practice-based learning and systems-based practice. These results offer perspective on how UME outcomes could be associated with GME performance and might be used in programmatic assessment.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"535-541"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624205","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":"Faculty developers in academic medicine: roles and competencies in times of change.","authors":"Heather A Billings, Stacey Pylman, Larry Hurtubise, Judy Blebea, David P Way, Rachel Moquin, Anthony Gaynier, Deborah Simpson","doi":"10.1093/acamed/wvaf054","DOIUrl":"10.1093/acamed/wvaf054","url":null,"abstract":"<p><p>The demand for high-quality faculty development in medical education is more acute than ever. Faculty developers' responsibilities are growing exponentially as they are called upon to help medical faculty maintain expertise in an evolving array of content domains, curricular and assessment strategies, education technologies, and active learning methods. Faculty development has a long history of supporting medical education colleagues in times of change. More recently expectations for faculty developers are expanding due to (1) increasing enrollment of learners, (2) emphasis on learner-centered teaching practices and competency-based assessment methods, and (3) heightened accreditation standards for training faculty. Yet, faculty development in medical education lacks the conventional structures of a profession, such as an adopted set of competencies. In 2023, a series of sessions at regional, national, and international medical education conferences were held to generate ideas and collect examples of faculty developer competencies from over 100 stakeholders. More than 500 responses were gathered from prompts such as \"What are the competencies faculty developers need?\" and \"What is one of the most valuable faculty developer competencies today?\" This perspective offers both a rationale for establishing faculty development in medical education as a profession and a path forward through the provision and broad promotion of clearly defined core competencies. The competencies outlined are intended to help inform those entering or currently working in the profession, recruiters of faculty developers, medical education leaders, institutional partners, those conducting performance appraisals of faculty developers, and the broader medical education community. The aim of this work is to generate discussion among vested medical education and faculty development stakeholders who seek to provide structure, clarify roles, and further define medical education faculty development as a profession.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"479-486"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146167856","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":"Financing medical education: accelerated three-year pathways and the new federal aid landscape.","authors":"Christina M Vitto, Catherine L Coe, Alicia Gonzalez-Flores","doi":"10.1093/acamed/wvaf101","DOIUrl":"10.1093/acamed/wvaf101","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"468-469"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229625","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":"The power of a signal: the impact of preference signaling on matching in the top 10 most competitive specialties.","authors":"Micaela J Tobin, Tricia Mae Raquepo, Shreyas Puducheri, Maria J Escobar-Domingo, Mohammed Yamin, Angela P Mihalic, Ryan P Cauley","doi":"10.1093/acamed/wvag033","DOIUrl":"10.1093/acamed/wvag033","url":null,"abstract":"<p><strong>Purpose: </strong>Given varying preference signal numbers and structures across residency specialties, this study investigates the impact of preference signaling on match outcomes in highly competitive medical specialties.</p><p><strong>Method: </strong>Data were from University of Texas Southwestern Medical School's Texas Seeking Transparency in Application to Residency survey of applicants to the top 10 most competitive specialties using signaling between 2021 and 2024. Bivariate statistical testing compared groups across categorical and continuous variables. Multivariate logistic regression compared outcomes between 10 or fewer and 20 or more signals.</p><p><strong>Results: </strong>The dataset contained 4,469 applications from 4,391 unique students. Number of signals used did not affect number of overall matches (2,458 of 2,908 [84.5%] for 3-5 signals, 94 of 112 [93.9%] for 6-10 signals, 178 of 203 [86.7%] for 21-25 signals, and 585 of 662 [88.4%] for 26-30 signals; P = .08). Higher signal numbers were associated with significantly higher matching rates at signaled institutions (916 of 2,098 [37.2%] vs 525 of 662 [89.6%], P < .001). Away rotations (odds ratio [OR], 9.25; 95% CI, 6.37-13.43; P < .001), signaling gold (OR, 7.74; 95% CI, 3.85-15.55; P < .001), geographic connections (OR, 4.12; 95% CI, 3.01-5.64; P < .001), and signaling programs (OR, 3.38; 95% CI, 2.43-4.68; P < .001) were significantly associated with matching. Away rotations were ranked as most important (β = 2.23) followed by gold signals (β = 2.05), geographic connection (β = 1.42), and program signals (β = 1.22). Program signals had a stronger impact for applicants with 10 signals or fewer vs 20 signals or more (OR, 5.99 [95% CI, 3.96-9.08] vs 3.00 [95% CI, 1.33-6.77]; P < .001).</p><p><strong>Conclusions: </strong>Specialties with more signals favor successful matching to signaled programs, but signal effectiveness diminishes as quantity increases. Applicants should prioritize impactful strategies to improve their chances of matching.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"526-534"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146120943","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":"Reframing medical student research beyond productivity: investing in mentorship.","authors":"Mary Rojas, Mabel Perez-Oquendo, Sonia Lobo","doi":"10.1093/acamed/wvaf080","DOIUrl":"10.1093/acamed/wvaf080","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"466-467"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229628","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":"Providing institutional support for faculty spouses may increase retention.","authors":"Dirk A Davis, Parissa J Ballard, Onengiya Harry","doi":"10.1093/acamed/wvaf102","DOIUrl":"10.1093/acamed/wvaf102","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"465"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13118811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical integration of Massachusetts General and Brigham and Women's Hospitals: a difficult cultural bridge.","authors":"Michael Jellinek","doi":"10.1093/acamed/wvaf109","DOIUrl":"10.1093/acamed/wvaf109","url":null,"abstract":"<p><p>In the context of the increasing number of health care mergers, bridging institutional cultures is critical to successful outcomes. Using the Massachusetts General Hospital (MGH) and Brigham and Women's Hospital (BWH) as a case study, this article discusses cultural challenges during a 30-year history from an initial merger that only combined corporate and administrative functions (Partners HealthCare) to one that is currently mandating comprehensive clinical integration (renamed Mass General Brigham [MGB]). Although the ultimate success of this strategy will take years to evaluate, the cultures of the old MGH and BWH have not yet been effectively bridged to the new MGB. A thoughtful, sustained investment in bridging these cultural divides could still strengthen alignment and help realize the long-term goals of merging these 2 academic medical centers.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"475-478"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146167812","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}