Academic Medicine最新文献

{"title":"World Federation for Medical Education Recognition Programme Mythbusting.","authors":"Geneviève Moineau, Ricardo León-Bórquez","doi":"10.1097/ACM.0000000000006112","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006112","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210128","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 Remembrance of Holly J. Humphrey.","authors":"Laura Weiss Roberts","doi":"10.1097/ACM.0000000000006115","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006115","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210120","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":"Sustaining the Biomedical Research Workforce: Medical School Leadership in Supporting Research Learners.","authors":"Bruce H Mandt, Nicquet M J Blake, Talia H Swartz","doi":"10.1097/ACM.0000000000006114","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006114","url":null,"abstract":"<p><strong>Abstract: </strong>Biomedical graduate students and postdoctoral researchers contribute to scientific innovation, driving discovery and advancing health solutions. However, their success depends on more than research skills; they require strong mentorship, mental health support, and inclusive training environments. Despite the critical importance of research learners, the current structures at many medical schools prioritize clinical learners, often leaving research learners without adequate institutional support. Unique challenges, including prolonged training, reliance on a single mentor, and dual roles as learners and researchers, are compounded by high stress, ineffective mentorship, and underaddressed mistreatment, particularly for underrepresented groups. This commentary highlights the urgent need for medical schools to address these issues through targeted interventions. Institutions must implement proactive mental health strategies, strengthen culturally aware and effective mentorship, and foster inclusive research environments that promote equity and psychological safety. By prioritizing these efforts, medical schools can support research learners' success, reduce attrition, and cultivate a diverse and innovative biomedical research workforce. This approach is an investment in the future of biomedical research and its long-term sustainability.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217416","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":"Quality, Quantity, Scope, and Trends for Research on Student-Run Clinics in the United States: A Scoping Review of the Existing Literature.","authors":"Nicholas Peoples, Alexandra Alvarez, Shiwei Wang, Emily Wang, Ashley Ricciardelli, Shangzhi Xiong, Dana Clark","doi":"10.1097/ACM.0000000000006109","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006109","url":null,"abstract":"<p><strong>Purpose: </strong>This study characterizes the quality, quantity, scope, and trends for literature on student-run clinics (SRCs) in the United States.</p><p><strong>Method: </strong>Following PRISMA guidelines, the authors searched PubMed, Embase, Ovid MEDLINE, Web of Science, and SCOPUS for publications concerning SRCs in the United States involving MD and DO students for all years up to March 1, 2024, and every publication from the Journal of Student Run Clinics and Free Clinic Research Collective. The authors used inductive analysis to identify literature themes and performed a standardized methodological quality assessment for research articles.</p><p><strong>Results: </strong>Of 7,584 results, the search identified 503 publications, including 278 primary research (55%), 14 reviews (3%), and 211 nonresearch (42%) (e.g., viewpoint articles). Most research was cross-sectional (160 of 292 [55%]) and of low methodological quality (195 of 282 [69%]; 10 studies excluded from quality assessment). Volunteer outcomes were most studied (n = 97), with volunteer satisfaction (n = 62) being the most studied topic. Patient clinical (n = 42) and behavioral (n = 21) outcomes were studied less. Of the 278 primary research articles, 237 (85%) concerned individual clinics and 91 (33%) were produced by 10 institutions. Underrepresented topics include ethics, policy, social work, community participatory research, and national studies of SRCs.</p><p><strong>Conclusions: </strong>Despite the rapid growth of SRCs and publications describing them, quality research is lacking, and patient outcome data are limited. The literature has high representation bias, where existing evidence disproportionately describes a small subset of institutions. Most SRCs have not published empiric data and most research is nongeneralizable to other SRCs, limiting the overall understanding of these clinics. These findings underscore clear priorities for developing the knowledge base for this rapidly growing component of the U.S. safety net health care system.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210125","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":"Training and Mentoring Medical Students Across the United States to Conduct Human Rights Health Research.","authors":"Christopher W Reynolds, Alyssa Reese, Allison G Booher, Marina Plesons, Lendy Chu, Michele Heisler, Christian De Vos","doi":"10.1097/ACM.0000000000006110","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006110","url":null,"abstract":"<p><strong>Problem: </strong>Despite strong interest, medical students lack training and opportunities to conduct human rights health research. The Physicians for Human Rights Student Advisory Board (PHR SAB) is a national organization of medical students with the resources and organizational leadership to address this gap. This article outlines the multifaceted approach of the PHR SAB to train students in impactful human rights research.</p><p><strong>Approach: </strong>The PHR SAB established 3 aims: (1) empower students in human rights research, (2) create mentorship opportunities, and (3) recognize impactful research. In response to a national needs assessment, the PHR SAB created a Research and Development (R&D) Committee to implement human rights research infrastructure. R&D was designed with intentional leader selection, accountability measures, decentralized leadership, national organization supervision, a shared mission statement, and longitudinal planning for sustainability.</p><p><strong>Outcomes: </strong>Beginning in 2023, R&D pursued 3 initiatives to accomplish its aims. First, a mentorship pathway was established to connect students to PHR-affiliated researchers, which has benefited 23 students leading to 6 publications. Second, a free, web-based research toolkit was created to guide students with limited research skills in project design, to date utilized by 47 students. Third, research dissemination, recognition, and presentation opportunities were formalized through a national conference, newsletter, and student awards, which have allowed 72 students to present original research. In total, over 150 students have participated in and benefited from these initiatives.</p><p><strong>Next steps: </strong>PHR SAB is piloting a nationwide database of asylum medico-legal evaluation outcomes and conducting an expert consensus study on priority areas for immigration research, both to be launched throughout 2025, which will address common barriers of limited primary data and limited project ideas. By defining the approaches, challenges, and next steps of our research infrastructure, this blueprint can assist other regional and national medical student organizations to build research opportunities.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210126","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 \"The Widow's Lament in Springtime\".","authors":"Steven Schlozman","doi":"10.1097/01.ACM.0001115216.83318.fa","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115216.83318.fa","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"681"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175639","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":"Reliability and Validity of the Respect Factor in Student Evaluations of Clinical Educators.","authors":"Anita M Wilson, Aaron Douglas, John M Spandorfer","doi":"10.1097/ACM.0000000000006001","DOIUrl":"10.1097/ACM.0000000000006001","url":null,"abstract":"<p><strong>Purpose: </strong>Medical student mistreatment has profound negative effects on student education. When medical students feel mistreated, they may also feel that they have been treated disrespectfully. This study examines the validity and reliability of a tool to measure students' perception of educators' level of respect.</p><p><strong>Method: </strong>Data from 516 student raters of 2,534 clinical educators (i.e., faculty and residents across 8 clinical departments) were used to investigate validity evidence based on Kane's validity framework for an instrument that includes 2 items for measuring educator respect and 7 items for measuring teaching effectiveness. Exploratory and confirmatory factor analyses were conducted to investigate construct validity. Generalizability theory analysis was conducted to project estimates of the level of reliability of departmental-level respect scores for different data collection scenarios. The raters were third- and fourth-year students attending clinical rotations at Sidney Kimmel Medical College, Thomas Jefferson University, during the 2022 to 2023 academic year.</p><p><strong>Results: </strong>Exploratory factor analysis revealed 2 correlated latent factors that represent respect and teaching effectiveness. The estimated confirmatory factor analysis model, with 2 first-order latent factors (i.e., respect and teaching effectiveness) and 1 second-order latent factor (i.e., teaching quality), resulted in a root mean square error of approximation index of 0.10 (indicating mediocre fit), a nonnormed fit index of 0.95 (indicating good fit), and a standardized root mean square residual of 0.03 (indicating good fit). Generalizability theory decision studies revealed plausible scenarios that would lead to reliability estimates between 0.71 and 0.81.</p><p><strong>Conclusions: </strong>This study suggests that the respect rating scale yields sufficiently valid measures of students' experiences and reliable department-level respect scores for plausible scenarios when ratings are obtained from 10 students nested in each of 35 educators per department. The results also suggest that the scale allows for valid decision-making about feedback to clinical educators and their departments.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"705-709"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469867","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":"Interprofessional Debrief on Racism, Equity, and Microaggressions (I-DREAM): Using Simulation to Change Awareness, Attitudes, and Abilities Across an Institution.","authors":"Simranjeet S Sran, Heather Walsh, Dewesh Agrawal, Pallavi Dwivedi, Brandon Ho, Simmy King, Christina Lindgren, Rosalyn Manuel, Laura Nicholson, Gregory Yurasek, Pavan Zaveri","doi":"10.1097/ACM.0000000000005978","DOIUrl":"10.1097/ACM.0000000000005978","url":null,"abstract":"<p><strong>Purpose: </strong>Effective diversity, equity, and inclusion (DEI) education is imperative to combat bias across health care organizations. The authors evaluated the effectiveness of interprofessional, simulation-based DEI training in improving clinicians' awareness, attitudes, and abilities regarding bias, racism, inclusion, microaggressions, and equity in the workforce.</p><p><strong>Method: </strong>From October 2021 to June 2022, interprofessional clinicians at Children's National Hospital in Washington, DC, completed the Interprofessional Debrief on Racism, Equity, and Microaggressions (I-DREAM) training. Participants underwent small group training that included debriefing prerecorded simulations depicting language barriers, microaggressions, and other biased interactions. They were offered optional surveys before training, after training, and at 3-month follow-up. Participants' awareness and attitudes of the events were assessed. Additional data were collected from monthly use of telephone interpreter services.</p><p><strong>Results: </strong>A total of 1,811 interprofessional participants completed the I-DREAM training. Through user-generated codes, 759 presurveys and postsurveys and 276 presurveys and 3-month follow-up surveys were linked. Among these participants, 451 (60%) witnessed bias events before training and 629 (83%) after training (odds ratio [OR], 9.37; 95% CI, 5.77-15.22; P < .001), and 278 (37%) reported personally experiencing these events before training vs 496 (66%) after training (OR, 7.86; 95% CI, 5.45-11.33; P < .001). Participants reporting confidence responding to bias events increased from 388 (45%) to 556 (73%) (OR, 3.28; 95% CI, 2.52-4.27; P < .001). At 3 months, 199 participants (72%) continued to express confidence in responding (OR, 3.98; 95% CI, 2.56-6.18; P < .001). Use of language interpretation increased during training (mean difference in calls per month, 261; 95% CI, 124-398; P < .001; mean difference in minutes per month, 2,249; 95% CI, 616-3,882; P = .009).</p><p><strong>Conclusions: </strong>I-DREAM training was associated with improved clinicians' awareness of bias events in the workplace, confidence in ability to respond to these events, and delivery of language-equitable care.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"741-746"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061066","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 \"Let Me Hold Your Breath\".","authors":"Anneliese Mair","doi":"10.1097/01.ACM.0001115220.81858.ad","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115220.81858.ad","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"683"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175636","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":"Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial.","authors":"Lukas Zingg, Melanie Häusler, Jonas Hein, Sascha Jecklin, Sören Kottner, Dominic Gascho, Nicola Cavalcanti, Phillippe Voinov, Tobias Götschi, Fabio Carrillo, Florian Lagler, Philipp Fürnstahl, Mazda Farshad","doi":"10.1097/ACM.0000000000006012","DOIUrl":"10.1097/ACM.0000000000006012","url":null,"abstract":"<p><strong>Purpose: </strong>Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.</p><p><strong>Method: </strong>TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and the Swiss Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning module-incorporating adaptive learning and gamification elements-with traditional learning (TL) methods including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge tests. Secondary outcomes included adverse health symptoms and user experience.</p><p><strong>Results: </strong>The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge tests. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, and experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.</p><p><strong>Conclusions: </strong>Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"695-704"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12105972/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558658","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}