Academic Medicine最新文献

{"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":"https://doi.org/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":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on \"Diagnosis\".","authors":"Nathaniel J Brown","doi":"10.1097/ACM.0000000000005979","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005979","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025635","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 Javaid.","authors":"Marcelo Rivas, Marco Antonio de Carvalho-Filho","doi":"10.1097/ACM.0000000000005977","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005977","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014300","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":"Improving Emotional Growth in Medical Students With Music-Based Pedagogy.","authors":"Hafiz Muhammad Ahmad Javaid","doi":"10.1097/ACM.0000000000005975","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005975","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014297","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":"Experience of Medical School Faculty in the Transition From Lectures to Active Learning: A Phenomenographic Study.","authors":"Kathryn N Huggett, Gary A Smith, Peggy H Hsieh, Allison R Ownby","doi":"10.1097/ACM.0000000000005967","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005967","url":null,"abstract":"<p><strong>Purpose: </strong>Although there is a robust literature on the benefits and outcomes of active learning in medical education, little is known about the faculty experience of transitioning from lecture-based teaching to active learning in the preclinical, foundational science curriculum. The authors explored how faculty describe changing from lecture to active learning and how that change relates to the loci of control and basic psychological needs of faculty.</p><p><strong>Method: </strong>Using a phenomenographic approach, the authors interviewed faculty at 3 medical schools who taught before, during, and after required shifts to active learning. Interviews were conducted, recorded, and transcribed between February and May 2022. Open-ended interview questions were developed to allow participants to share significant experiences and perspectives. The researchers collaboratively attributed participants' statements into categories of description of the change phenomenon. These categories were then grouped into an outcome space that represented aspects of the phenomenon and the relationships among them.</p><p><strong>Results: </strong>The 15 participants described the change in instructional focus from lecture to active learning in 2 fundamentally different ways, defining the outcome space as 2 parallel sets of categories of description. A process set of categories describes the change in instructional focus from lecture to active learning as a process of instructional change, change in role, and socialization with other educators. The other categories correspond to motivation or demotivation via external and internal regulations related to self-determination theory.</p><p><strong>Conclusions: </strong>This study offers valuable insights into the interconnected aspects of this educational transformation, providing perspectives that can guide future efforts in curriculum redesign and faculty support programs. Recommendations include engaging faculty in all stages of the transition, acknowledging and building on existing pedagogical innovation at the school, and providing options for faculty rather than a single prescribed approach. Future research should explore optimal approaches, timing, and support for curricular transitions.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958389","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":"Creating Accessible Online Content for Health Professions Education.","authors":"Kathleen Huth, Lori Newman, Lisa Meeks, Traci Wolbrink","doi":"10.1097/ACM.0000000000005970","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005970","url":null,"abstract":"<p><strong>Abstract: </strong>In 2021, nearly 6% of learners studying medicine disclosed disabilities, which was more than double that of 2015.1 Learners seek accommodations for visual, hearing, mobility, and learning disabilities, as well as chronic health conditions. Strategies for supporting accessibility align with best practices for audiovisual and instructional design; however, they are not consistently used in online education. Health professions educators are responsible for ensuring online content is accessible to all learners.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958372","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":"Electronic Flashcards in Health Professions Education: A Scoping Review.","authors":"Philip D Barrison, Emily A Balczewski, Emily Capellari, Zach Landis-Lewis, Alexandra H Vinson","doi":"10.1097/ACM.0000000000005968","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005968","url":null,"abstract":"<p><strong>Purpose: </strong>Electronic flashcards (EFs) are a widely used learning resource in medical education. This scoping review provides a comprehensive overview of the existing empirical research on EFs and a direction for future research on EF interventions. The authors organized the reviewed articles into 4 nonmutually exclusive categories: development, delivery, utilization, and associated outcomes.</p><p><strong>Method: </strong>In this scoping review, search queries were composed for 6 databases (PubMed, Embase, Education Resource Information Center, Web of Science, PsychInfo, and the Cumulative Index to Nursing and Allied Health Literature). The database search was conducted on April 12, 2024, for articles published before this date using the following keywords (as well as other keywords): anki, quizlet, firecracker, osmosis, flashcard, spaced repetition, spaced interval training, spaced interval learning, spaced test, and parallel curriculum. Two reviewers screened the studies for eligibility and performed data extraction between August 12, 2024, and September 26, 2024.</p><p><strong>Results: </strong>Sixty-four studies were included in the review. Most articles were published in the last 6 years (2019-2024) (49 [77%]), in the United States (45 [7%]), and in the context of undergraduate medical education (42 [66%]). The studies predominantly focused on the utilization (51 [78%]) and associated outcomes (38 [59%]) of EFs. In contrast, EF development (12 [19%]) and delivery methods (16 [25%]) were less frequently examined.</p><p><strong>Conclusions: </strong>This review of the rapidly increasing body of research on EFs suggests broad use and satisfaction among health professions learners; however, much work remains to be done to systematically understand EF development and delivery. Future research directions may consider more systematic investigations of how decisions made during the development and delivery of EFs affect downstream use and learning outcomes. Addressing these gaps will deepen the understanding of how EFs affect medical education pedagogy and facilitate the informed integration and refinement of these tools within curricula.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958385","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":"Assessing Data Adequacy in Qualitative Research Studies.","authors":"Danica Sims, Francois Cilliers","doi":"10.1097/ACM.0000000000005972","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005972","url":null,"abstract":"<p><strong>Abstract: </strong>When undertaking qualitative research studies, researchers often use the concept of data saturation to justify sufficient sampling to cease data collection and analysis. We argue that this reveals a positivist perspective that is incompatible with qualitative research,1 which is instead based on constructivist, interpretivist, or other perspectives. Instead, we recommended the concepts of information power,2conceptual depth,3 and theoretical sufficiency,1,4,5 with data adequacy considered during research design and evaluated iteratively throughout the sampling, data collection, and analysis processes. The table below provides guidelines for when more, or less, data are needed to justify cessation of data collection and analysis. Both researchers and readers can use the criteria for assessing data adequacy.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958371","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 Magic of Companionship.","authors":"Maggie M K Chan, Angela E Chan","doi":"10.1097/ACM.0000000000005966","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005966","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958394","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 Systems Approach to Improving Well-Being in Graduate Medical Education.","authors":"Bryant Adibe, Lawrence Brown, Alison Goulder, Elizabeth Lee, Leena Owen, William Roberts, Gabrielle Yarru","doi":"10.1097/ACM.0000000000005969","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005969","url":null,"abstract":"<p><strong>Abstract: </strong>The imperative to improve the well-being of graduate medical education (GME) trainees has been well documented. While existing interventions have largely centered on increasing individual trainee resilience, less focus has been on the role of national health policy, economics, and the overall U.S. care delivery system in acting as antecedent contributors to burnout among learners. To explore the impact of these national system level factors, Princeton University hosted the Systems Summit on Clinical Wellbeing in October 2023. Co-sponsored by the Accreditation Council for Graduate Medical Education, American Medical Association, and Healing Works Foundation, the event brought together thought leaders, policymakers, and experts from a myriad of backgrounds, including GME leaders and trainees.Through a systems lens, summit attendees identified opportunities and barriers for well-being at both the national and health care organization levels. At the national level, identified barriers included historical national policy decisions, longstanding economic pressures in health care, and their combined cumulative impact on trainees. At the health care organization level, trainees pointed to an incongruity between common institutional wellness offerings and their more immediate support needs, along with unsustainable workload expectations, including the added toll of non-physician tasks (e.g., scheduling). A lack of appropriate tools for assessing well-being through a systems lens further compounds these issues. More actionable outputs may be achievable through the integration of operationally oriented well-being metrics (e.g., clinical and academic workload hours, call frequency, stay intent).Long overdue updates to ill-fated national policy decisions, along with a redirection of the focus of GME well-being efforts at the programmatic level, could, in combination, fundamentally reshape the experience of trainees, contributing to lower incidences of depression, exhaustion, and burnout.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958367","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}