Academic Medicine最新文献

{"title":"Artificial Intelligence in Medical Education.","authors":"Robert M Wachter","doi":"10.1097/ACM.0000000000006101","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006101","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163588","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":"Josiah Macy Jr. Foundation Conference on Artificial Intelligence in Medical Education: Proceedings and Recommendations.","authors":"","doi":"10.1097/ACM.0000000000006099","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006099","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163598","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":"Defining a Supportive Teaching Climate for Clinical Supervisors in Residency Training.","authors":"Anne W van Graafeiland, Joost W Van den Berg, Pam van Schie, Suzanne E Geerlings, Kiki M J M H Lombarts","doi":"10.1097/ACM.0000000000006097","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006097","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to develop a broad and contextualized understanding of what clinical supervisors require to optimally fulfill their teaching roles by operationalizing the newly formed theoretical construct of the teaching climate.</p><p><strong>Method: </strong>From September 2022 to March 2024, the authors conducted individual interviews and focus group discussions with program directors and clinical supervisors in postgraduate medical education from various specialties in multiple teaching hospitals in the Netherlands. The authors followed a constructivist interpretative phenomenological approach, studying the phenomenon of the teaching climate through iterative and axial data coding.</p><p><strong>Results: </strong>Twelve individual interviews, 8 with (deputy) program directors and 4 with clinical supervisors, were conducted. Sixteen additional participants attended the subsequent 2 focus groups, with 8 participants in each group. In total, 16 program directors and 12 nondirectors participated, of whom 17 were women. The authors identified 6 themes encompassing the needs of clinical supervisors: (1) social cohesion, (2) resources for individual clinical supervisors, (3) a dialogue with residents, (4) a strong teaching team, (5) administrative support and facilities in residency training, and (6) support in balancing residency training and patient care. A seventh theme described the specific resources for program directors. Social cohesion not only represented a separate need but also served as an intermediary among themes 2, 3, 4, and 7, characterizing clinical supervisors' needs in predominantly social interactions, and themes 5 and 6, representing context requirements influencing the work of clinical supervisors in an organizational sense.</p><p><strong>Conclusions: </strong>This study describes the needs of clinical supervisors in their work environment. A collective effort of all stakeholders involved in residency training is deemed crucial to providing high-quality guidance to residents, requiring organizational acknowledgment of educational efforts and social cohesion. Use of the teaching climate construct might help in the design of more actionable approaches to support clinical supervisors.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163590","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 Group Interview as a Method of Efficient Hiring: The Experience of a Regional Medical School Campus.","authors":"Matthew McMillin, Peter Boedeker, Kammy Contreras, Stephen Charles","doi":"10.1097/ACM.0000000000006098","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006098","url":null,"abstract":"<p><strong>Problem: </strong>In 2020, Baylor College of Medicine (BCM) established a regional campus in Temple, Texas (BCM-T), that required recruitment of multiple foundational sciences faculty members in a limited time frame. Group in-person interviews were used to fill these roles efficiently while promoting interaction between candidates and BCM faculty. This study assesses whether interviewing foundational sciences medical educators in a group setting can efficiently fill faculty positions, reducing time and financial costs while being perceived as fair and acceptable to the candidates.</p><p><strong>Approach: </strong>Study participants were prospective foundational sciences faculty members who interviewed for a faculty position at BCM-T in a group interview setting between June 2022 and January 2023. Candidates were informed that several interviewees with differing areas of expertise would be present and that they were interviewing for multiple open positions, thus minimizing competitiveness. Individual interview components were candidate presentations and interviews, whereas meals and shared information presentations were in groups. After the positions were filled, candidates were given an anonymous electronic survey on interview impressions.</p><p><strong>Outcomes: </strong>Interviews were completed in 4 days (decrease from the 10 days that would have been required if individual faculty interviews were used). Group interviews reduced interview-associated costs by approximately 50%. Interviewers reported that the interview format did not impact their ability to effectively evaluate and rank candidates. The anonymous electronic survey response rate was 60% (3 of 5 candidates). Survey results support that group interviews allowed candidates to communicate effectively, demonstrate competence, and promote fairness. All candidates indicated that they were satisfied with group interviews.</p><p><strong>Next steps: </strong>Future research could include a generalizability study to assess various facets to inform a decision study when applying the group interview method in a different context. Further validity evidence should be gathered, including long-term evaluation of the hiring decisions, before adoption elsewhere.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163602","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":"Adverse Childhood Experiences, Psychological Distress, and Resilience in Health Professions Students.","authors":"Andrés F Sciolla, Cara M Sandholdt, Karl E Jandrey, Margaret Rea, Elizabeth I Rice, Machelle D Wilson, Michael S Wilkes","doi":"10.1097/ACM.0000000000006093","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006093","url":null,"abstract":"<p><strong>Purpose: </strong>To determine the relationship between adverse childhood experiences (ACEs), social disadvantage, psychological distress, and resilience in graduate health professions students.</p><p><strong>Method: </strong>This study includes cross-sectional analyses from a longitudinal survey of medical, veterinary, and advanced practice provider students at matriculation to the University of California Davis in July 2019. The survey contained an expanded Adverse Childhood Experiences Questionnaire (ACEs-14), a measure of psychological distress (the Medical Student Well-Being Index [MSWBI]), and the Brief Resilience Scale. Responses were linked to demographics, including markers of social disadvantage (female gender, underrepresented in medicine [URM] status, and first-generation college graduate [first-gen] status). The relationships between ACEs, social disadvantage, psychological distress, and resilience were tested using linear or logistic regression.</p><p><strong>Results: </strong>Complete survey responses were provided from 240 of 357 students (67% completion rate). About two-thirds of students (67%, 161/240) reported ≥1 ACE, while a quarter (25%, 60/240) reported ≥4 ACEs. URM and first-gen students had higher odds of reporting ≥4 ACEs (odds ratio [OR] = 1.56; P = .049 and OR = 2.63; P < .001, respectively) than their nondisadvantaged peers based on binary logistic regression analysis. Higher ACEs-14 scores were associated with higher psychological distress scores (P < .001). The majority of students reported normal or high resilience (normal: 76%, 183/240; high: 10%, 25/240) regardless of ACEs-14 scores. There was not a statistically significant relationship between ACEs-14 scores and resilience scores (P = 0.936).</p><p><strong>Conclusions: </strong>Health professions students from some socially disadvantaged backgrounds at this institution reported statistically significantly higher ACEs-14 scores than their nondisadvantaged peers. Childhood adversity was associated with increased psychological distress but not with low resilience. Implications for equity- and trauma-informed health professions education and interventions are discussed.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129338","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":"Internal Medicine Clerkship Directors' Roles and Experiences as Specialty Advisors: Results From a National Survey.","authors":"Nicholas S Duca, Irene Alexandraki, Nora Y Osman, Reeni Abraham, Chavon Onumah, Amber T Pincavage, Temple A Ratcliffe, Mai A Mahmoud, Bruce L Henschen, Michael Kisielewski, Cindy J Lai","doi":"10.1097/ACM.0000000000006095","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006095","url":null,"abstract":"<p><strong>Purpose: </strong>Despite the high-stakes nature of the residency application process, data are lacking on the training, resources, and guidance provided by specialty-specific advisors. To establish best practices and improve the quality of specialty-specific advising in internal medicine (IM), the authors surveyed IM clerkship directors (CDs) about their roles and responsibilities as advisors.</p><p><strong>Method: </strong>From September to December 2023, 140 IM CDs at U.S. medical schools with full or provisional Liaison Committee on Medical Education accreditation were surveyed. The survey was based on 22 questions regarding CDs' roles and experiences as advisors and an annual 8-question section on CD and medical school characteristics.</p><p><strong>Results: </strong>Of the 140 CDs sent the survey, 116 (83.0%) responded. Two participants did not finish the entire survey but completed the section on which this study is based, leaving a total sample size of 118. The IM CDs advised a median of 12 students (interquartile range, 5-25; range, 0-50) per application cycle and performed a mean (SD) of 9.0 (4.0; range, 1-17) different advising responsibilities. Only 14 of the 118 participants (11.9%) received dedicated full-time equivalent time for advising. The CDs reported using a range of faculty development resources, but training provided by schools was limited; only 52 of 117 (44.4%) received education on best practices for advising. Of the 118 respondents, 75 (63.6%) reported not knowing whether their school provided resources for students underrepresented in medicine applying to residency. Finally, CDs noted a change in their advising, with 54 of 116 (46.6%) recommending that the average (i.e., middle-third) IM applicant apply to more programs compared with previous years.</p><p><strong>Conclusions: </strong>The IM CDs provided essential insight into specialty-specific advisors' roles, resources, and advising practices. This study revealed opportunities to promote equitable advising, reduce application inflation, and optimize the training and support of specialty-specific advisors.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129341","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 Singapore Health Services and Duke University-National University of Singapore Graduate Medical School Academic Medical Center: Transforming Medicine Through Collaborative Innovation.","authors":"Ivy S L Ng, Thomas M Coffman, K Ranga Rama Krishnan, Jaime L Y Low, Victor J Dzau","doi":"10.1097/ACM.0000000000006087","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006087","url":null,"abstract":"<p><strong>Abstract: </strong>Singapore Health Services (SingHealth) and Duke University-National University of Singapore Graduate Medical School (Duke-NUS) established an academic partnership, which was born out of a single vision to transform medicine and improve lives. This partnership seeks to harness the collective strengths of Duke-NUS's medical education and research capabilities and SingHealth's clinical expertise via the development of an academic medical center in 2014. The academic medical center's 2,600-strong faculty (as of March 2024) encourage students to pursue careers as \"Clinicians Plus\"-outstanding clinicians with broader capabilities as clinician-scientists, educators, leaders, and/or entrepreneurs.This article describes the SingHealth Duke-NUS academic medical center's journey, including how the medical school and health system achieved a functionally integrated model, as well as the important attributes that enabled the SingHealth Duke-NUS academic medical center to move forward at a rapid pace and be consistently ranked among the world's best academic medical centers: a shared vision, joint structural planning and governance, talent development and workforce capacity, and academic investment.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121175","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":"Program Director Perspectives on the Utility of the Medical Student Performance Evaluation Shared During the Transition to Residency.","authors":"Dolores R Mullikin, Amy Pineda, Amy Addams, Lisa Doyle Howley","doi":"10.1097/ACM.0000000000006096","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006096","url":null,"abstract":"<p><strong>Purpose: </strong>This study aims to identify qualities of the Medical Student Performance Evaluation (MSPE) that program directors (PDs) perceive as useful and areas for improvement.</p><p><strong>Method: </strong>The authors analyzed deidentified open-ended comments from the Association of American Medical Colleges' 2020 and 2021 Resident Readiness Survey (RRS), an annual survey for PDs to provide standardized feedback to U.S. MD and DO degree-granting medical schools regarding their graduates' readiness for their first year of postgraduate training. The RRS included MSPE-related questions on usefulness of information for an intern, including the MSPE, provided to the PD by the medical school. Two investigators independently open-coded comments, iteratively compared coding, and consensually identified themes until sufficient data were analyzed to meet the research objective.</p><p><strong>Results: </strong>A total of 3,893 of 6,253 invited PDs (62%) responded to the 2020 and 2021 RRSs, resulting in 1,881 completed surveys that met the inclusion criteria for analysis. Comments from 1,145 of the 1,881 completed surveys (61%) were analyzed. Among these 1,145 PDs responding to the surveys, 550 (48%) selected yes, 401 (35%) selected somewhat, and 194 (17%) selected no in response to whether the information provided about an individual, including the MSPE, was useful. The MSPE qualities perceived as useful were an accurate view of the learner, high-quality narrative assessments of clinical abilities, and personal attributes that contributed to a holistic learner description. The PDs highlighted several limitations of the MSPE, such as the lack of standardized assessment tools, insufficient differentiation among learners, and inadequate emphasis on areas for professional development.</p><p><strong>Conclusions: </strong>The PDs identified several ways in which the MSPE provided useful information about individual learners and identified MSPE limitations that can be considered for quality improvement. These findings can inform future MSPE practices institutionally and nationally to improve its utility for the transition to residency.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121161","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":"Revitalizing Scientific Poster Sessions: A Gamification Approach at an Academic Conference.","authors":"Brian Rissmiller, Satid Thammasitboon, Jennifer Benjamin","doi":"10.1097/ACM.0000000000006094","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006094","url":null,"abstract":"<p><strong>Problem: </strong>Maintaining active engagement in learning and application of new knowledge in medicine is essential. Academic conferences, particularly poster sessions, are crucial for this purpose, yet limited attendee engagement and passive learning environments challenge these sessions. This report assesses the impact of gamification of the poster sessions at an international conference on engagement between poster presenters and attendees.</p><p><strong>Approach: </strong>The authors gamified the 2023 Pediatric Academic Societies (PAS) conference, April 28 to May 1, 2023, Washington, DC, using Landers' theory of gamified learning. Poster presenters created a multiple-choice question based on their poster, which was linked to a QR code via the PAS application. Conference attendees engaged with the poster presenter and scanned the QR code to answer the question. Attendees earned a point for each correct answer, with leaderboards displaying scores. The attendee(s) with the highest point totals earned prizes. Evaluation included application interaction metrics, attendee scores, and narrative feedback from presenters and attendees.</p><p><strong>Outcomes: </strong>The conference had 7,753 attendees with 2,680 poster presentations, with 1,889 poster presenters (70%) and 1,361 attendees (18%) participating in the initiative for 2,761 interactions. Of the 2,600 survey respondents, 51 (2%) thought that the gamification detracted from their poster experience, 198 (8%) reported that it enhanced their experience, 489 (19%) were unsure of its impact, 511 (20%) were not aware of the gamification, and 1,351 (52%) perceived that it had no impact. Although many conference attendees were unaware of the gamification, attendees who participated and won prizes showed a marked increase in their desire to win prizes on subsequent days.</p><p><strong>Next steps: </strong>Future studies should assess the technology required for optimal gamified poster sessions and determine whether the costs are beneficial. By expanding gamification features to reward more nuanced forms of engagement, the value of this approach could be better assessed and understood.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121168","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":"Teaming to Revitalize the Morbidity and Mortality Conference.","authors":"Neela Nataraj, June Tome, Melissa H Bogin, Gretchen A Colbenson, Elizabeth W Beiermann, Abigail K Wegehaupt, John T Ratelle","doi":"10.1097/ACM.0000000000006090","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006090","url":null,"abstract":"<p><strong>Problem: </strong>Teaming is a conceptual approach to collaboration in dynamic environments. The internal medicine (IM) morbidity and mortality conference (M&M) is an environment where dynamic collaboration is essential to achieve educational and patient safety goals.</p><p><strong>Approach: </strong>Teaming principles were applied to revitalize the Mayo Clinic IM Residency M&M. All 104 Mayo Clinic postgraduate year (PGY) 2 residents participated in this curriculum in academic years July 2021 to June 2023. Rooted in project management and leadership principles, teaming fosters adaptation and collaboration, making it well suited for analyzing patient safety events (PSEs). A resident-led, faculty-mentored Quality Improvement and Patient Safety (QIPS) Council implemented a teaming-based M&M redesign in July 2021 that included a case selection tool, case vetting by the QIPS Council, and a structured timeline for M&M that ensured effective engagement with multidisciplinary stakeholders. These interventions culminated in a rebranded M&M in which interprofessional institutional leaders (i.e., special guests) were invited to discuss system-wide issues related to the PSE, creating a forum for discussion and identification of improvement opportunities.</p><p><strong>Outcomes: </strong>Evaluations on the M&M curriculum were completed by 74 of 104 PGY-2 residents (71.2%). Results showed significant improvements before vs after M&M in residents' ability to identify PSEs (57 [77%] vs 69 [93.2%], P = .002), confidence in reporting (50 [67.6%] vs 72 [97.2%], P < .001), analyzing PSEs (44 [59.5%] vs 70 [94.6%], P < .001), and belief that M&M would improve future patient care (58 [78.4%] vs 70 [94.6%], P = .004). Sixty-one residents (82.4%) agreed that participating in M&M would change their future practice.</p><p><strong>Next steps: </strong>Teaming has transformed the IM residency M&M by fostering effective collaboration among a diverse group of residents and institutional leaders. The next step is to apply the teaming framework to other areas of the residency curriculum where dynamic teamwork is needed.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081907","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}