Academic Medicine最新文献

{"title":"The Gift: Rediscovering the Joy of Medicine Through Education.","authors":"L Elizabeth Moreno","doi":"10.1097/ACM.0000000000006014","DOIUrl":"10.1097/ACM.0000000000006014","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"755"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558737","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":"Could Changing the Language From Social \"Determinants\" to Social \"Dynamics\" of Health Encourage Transformational Change?","authors":"Cheryl A Maurana, Heather Wood Ion","doi":"10.1097/ACM.0000000000006021","DOIUrl":"10.1097/ACM.0000000000006021","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"651"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574579","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":"Is Tenure Available for Every Clinical Educator?","authors":"Richard Balon","doi":"10.1097/ACM.0000000000006036","DOIUrl":"10.1097/ACM.0000000000006036","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"653"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143630968","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":"In Reply to Wood et al.","authors":"David Fernandez, Sophia Gorgens","doi":"10.1097/ACM.0000000000006034","DOIUrl":"10.1097/ACM.0000000000006034","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"652-653"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143631038","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":"Association Between Specialty-Specific Physician Salaries and Percentage of Women in the Workforce.","authors":"Tala Mujahed, Blessing S Ofori-Atta, Rachel Codden, Tom Greene, Nanette Dudley, Howard Kadish, Zachary Drapkin","doi":"10.1097/ACM.0000000000005976","DOIUrl":"10.1097/ACM.0000000000005976","url":null,"abstract":"<p><strong>Purpose: </strong>Several studies have demonstrated that female physicians within specific specialties are compensated less than their male counterparts. Academic institutions seek to address this using Association of American Medical Colleges (AAMC) data for benchmarking and starting salary standardization. However, few studies address whether there is an association between percentage of women across specialties and mean salary for each specialty. The purpose of this study was to examine whether there is an association between mean salary and percentage of women in various specialties.</p><p><strong>Method: </strong>This cross-sectional study used AAMC Faculty Salary Report data for fiscal year 2022. Surveys were sent to 155 U.S. accredited medical schools, of which 153 schools participated (99% response rate). Univariable and multivariable analyses were performed to assess the association between mean specialty salary, calculated as the weighted mean of male and female salaries for each specialty, and the percentage of women in each specialty using a generalized linear gamma mixed model.</p><p><strong>Results: </strong>Analysis using data from 124,480 full-time faculty at 153 accredited U.S. medical schools indicated that as the percentage of women in a specialty increases, mean salary decreases. This finding was true for all specialties ( r = -0.65), medical specialties ( r = -0.83), pediatric specialties ( r = -0.80), and surgical specialties ( r = -0.73). Multivariable analysis accounting for rank, pediatric vs nonpediatric specialties, procedural vs nonprocedural vs mixed specialties, and years of training showed that every 10% increase in percentage of women in a specialty was associated with a 7% decrease in salary independent of other factors.</p><p><strong>Conclusions: </strong>An inverse correlation between percentage of women in a specialty and mean salary for that specialty was observed even when controlling for confounding factors. This trend is worth noting because AAMC data are often used as a benchmark to establish physician starting salaries.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"747-754"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119230/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025632","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":"Improving Compassionate Communication Through a Train-the-Trainer Model: Outcomes and Mechanisms for Transformation.","authors":"Amy V Bintliff, Rebecca S Levine, Evonne Kaplan-Liss, Valeri Lantz-Gefroh","doi":"10.1097/ACM.0000000000005993","DOIUrl":"10.1097/ACM.0000000000005993","url":null,"abstract":"<p><strong>Problem: </strong>Compassionate communication is an essential component of compassionate care and involves recognizing another person who needs compassion, relating to their suffering, and reacting verbally and/or nonverbally to their needs. Higher-quality compassionate communication facilitates positive patient-clinician relationships, which in turn lead to the development of trust, higher rates of adherence, and reduced health care costs. However, patients report that compassionate communication is lacking across many health care interactions. Research is needed to evaluate innovative educational programs that facilitate improved compassionate communication.</p><p><strong>Approach: </strong>This report evaluates the Sanford Compassionate Communication Academy Fellowship at UC San Diego Health, a 60-hour arts and humanities fellowship that teaches compassionate communication to clinicians alongside artists using Kirkpatrick's 4-level evaluation model. At the time of this analysis, 27 fellows participated in the fellowship, using improvisation and theater exercises, role-play, visual thinking strategy, narrative reflection, poetry, literature, and principles drawn from journalism to build personal skills and learn to facilitate a compassionate communication curriculum. This analysis of 30 hours of field notes and 30- to 40-minute interviews conducted from January 2022 to November 2023 was guided by transformative learning theory.</p><p><strong>Outcomes: </strong>Five themes contributed to improved compassionate communication: empathic listening, pacing, checking for understanding, improved teaching and mentoring, and mechanisms for transformation. In interviews, fellows described how improving these various skills has positively transformed their communication with patients and students. Participants identified 6 innovative mechanisms for transformation: dedicated time and resources, reflective practice, environment of care and safety, arts and humanities integration, colearning between artists and clinicians, and the train-the-trainer model.</p><p><strong>Next steps: </strong>Next steps include conducting additional studies to evaluate the fellowship's effect using mixed methods with added patient and student perspectives. In addition, training will be offered to other institutions, and different delivery modalities and durations of instruction will be compared.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"689-694"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12105947/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411437","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":"Precision Medical Education: Institutional Strategies for Successful Implementation.","authors":"Jesse Burk-Rafel, Marc M Triola","doi":"10.1097/ACM.0000000000005980","DOIUrl":"10.1097/ACM.0000000000005980","url":null,"abstract":"<p><strong>Abstract: </strong>Precision medical education (PME) represents a transformative approach in medical education, systematizing individualized and efficient learner competency development for enhanced patient care. While implementing PME has been described conceptually using the P4 medical education framework (proactive, personalized, participatory, predictive), many programs and institutions face implementation questions on navigating data integration complexities, resource constraints, cultural risk aversion to innovation, and more.To address such challenges, the authors of this Commentary propose 5 concrete, concurrent strategies for institutions and training programs to implement PME successfully. Of these strategies, 4 are aligned with the P4 framework. Strategy 1: Curate educational data, adhering to 8 foundational data principles (relevant, trusted, consistent, timely, accessible, connected, interactive, actionable), and integrate it into an education data warehouse to create a comprehensive learner profile. Strategy 2: Build institutional analytic capabilities, including leveraging existing resources and tools, such as artificial intelligence, to turn data into actionable insights. Strategy 3: Establish transparent, accountable governance structures with broad stakeholder engagement, emphasizing principled co-production of PME by learners, faculty, and educational leaders. Strategy 4: Continuously collect and evaluate outcomes tied to PME interventions, building validity evidence through predictive linkages. Strategy 5: Lead change to drive PME forward. This strategy cuts across all 4 other strategies to promote the effective adoption of systems and processes that drive PME into institutional culture.When successfully operationalized, PME enables precise, evidence-informed decision-making about and by learners, while benefiting faculty, coaches, and educational leaders. Through these strategies, programs and institutions can overcome implementation pitfalls and harness the full potential of PME to improve educational and patient care outcomes.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"655-660"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076335","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 Widow's Lament in Springtime.","authors":"William Carlos Williams","doi":"10.1097/ACM.0000000000005994","DOIUrl":"10.1097/ACM.0000000000005994","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"680"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392352","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":"Analysis of Mood and Anxiety Disorder Content in Common U.S. Obstetrics and Gynecology Residency Educational Resources.","authors":"Clare Lennon, Marika Toscano","doi":"10.1097/ACM.0000000000005962","DOIUrl":"10.1097/ACM.0000000000005962","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates mental health-related content to delineate potentially deficient topics for improvement in future obstetrics and gynecology (OBGYN) resident educational curriculum initiatives.</p><p><strong>Method: </strong>In this quantitative content analysis, educational resources commonly used by OBGYN residents were selected based on a 2020 multi-institutional survey of OBGYN residents and informal group discussion with 32 OBGYN residents from a New York academic institution in April 2020. After independent screening, the authors iteratively developed, tested, and implemented a coding scheme for relevant keywords. The primary outcome was total depression and anxiety content in the educational resource materials. Information about other mental health conditions was additionally collected, and content ratings were assigned. Descriptive statistics were used and interrater reliability calculated. Data were accessed and archived on July 30, 2020, for all analyses performed in this study.</p><p><strong>Results: </strong>From 7 materials reviewed, 36 items were analyzed. The cumulative percentage of resources with mental health-related content was 1.1%. Professional society publications contained the most content at 5.0% (95% CI, 1.4%-12.3%), and a podcast series contained the least at 0.6% (95% CI, 0.02%-3.3%). Depressive (30 [83.3%]), anxiety (12 [33.3%]), and bipolar (9 [25.0%]) disorders were the most common content, whereas posttraumatic stress disorder (5 [13.9%]), postpartum psychosis (4 [11.1%]), obsessive-compulsive disorder (3 [8.3%]), and schizophrenia (2 [5.6%]) were the least. The content ratings for schizophrenia, postpartum psychosis, posttraumatic stress disorder, obsessive-compulsive disorder, pathophysiology of mental health conditions, lactation safety, and fetal and maternal adverse effects of psychiatric medications and psychiatric disease were low. No educational resource reviewed in this study contained all recommended Council on Resident Education in Obstetrics and Gynecology residency curriculum topics related to mental health.</p><p><strong>Conclusions: </strong>Mental health disorders are underrepresented in commonly used OBGYN educational resources, reinforcing the need for more comprehensive inclusion of these topics in OBGYN curriculum initiatives.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"718-726"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928415","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":"Empowering Stigmatized Voices: Cocreating a Curriculum on Pain and Opioid Use Disorder With Patient Partners.","authors":"Lisa Graves, Jennifer Turnnidge, Jeanne Mulder, Samsoor Akberzai, Kuan-Chin Jean Chen, Mathieu Jackson, Nancy Dalgarno, Annie Descôteaux, Bryan MacLeod, Rob Van Hoorn, Eleftherios K Soleas, Philippe Karazivan","doi":"10.1097/ACM.0000000000005987","DOIUrl":"10.1097/ACM.0000000000005987","url":null,"abstract":"<p><strong>Purpose: </strong>This study explores the partnership experiences of patient and health care professional (HCP) subject matter experts (SMEs) in cocreating educational content and examines their reflections on how to better support educational partnerships in future initiatives.</p><p><strong>Method: </strong>In this qualitative, exploratory study, semistructured interviews of patient and HCP SMEs were conducted between February and August 2022. Interviews were conducted with videoconferencing software, audio recorded, and transcribed verbatim. Interviews were analyzed using an iterative, inductive approach informed by reflexive thematic analysis.</p><p><strong>Results: </strong>Eight patient SMEs and 6 HCP SMEs were interviewed. Three themes and 8 subthemes were developed to represent SMEs' experiences. The overarching themes included (1) building authentic partnerships, (2) developing equitable partnership processes, and (3) setting the stage for successful cocreation. Authentic partnerships were conceptualized as relationships that foster meaningful engagement, provide opportunities for learning and growing together, and require navigation of tensions and constraints. Equitable partnership processes included creating shared expectations and facilitating open and clear communication among partners. Participants discussed how future partnerships can benefit by embracing diversity and innovation, encouraging sustained engagement, and facilitating high-quality processes and products.</p><p><strong>Conclusions: </strong>The findings of this study highlight that positive cocreation experiences are characterized by building authentic partnerships, developing equitable partnership processes, and setting the stage for successful cocreation. Future work can build on these findings to further explore how to best foster cocreation within educational partnerships.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"734-740"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076325","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}