Academic Medicine最新文献

{"title":"Harnessing Generative Artificial Intelligence for Medical Education.","authors":"Margaret Lie, Adam Rodman, Byron Crowe","doi":"10.1097/ACM.0000000000005760","DOIUrl":"10.1097/ACM.0000000000005760","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) tools powered by large language models (LLMs) are poised to transform medical education. Generative AI's broad knowledge base and powerful natural language processing allow educators to use it for numerous tasks that previously required significant human effort. In this AM Last Page, we provide several examples of tasks that AI can accomplish as well as a basic framework for educators to develop their own prompts.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"116"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140900043","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":"Leadership Experiences and Perceptions of Mid-Career to Senior Clinician-Scientists: A Qualitative Exploration.","authors":"Amanda K Greene, Lauren A Szczygiel, J Denard Thomas, Rochelle D Jones, Christina M Cutter, Eva L Feldman, Eve A Kerr, Kelly C Paradis, Isis H Settles, Kanakadurga Singer, Nancy D Spector, Abigail J Stewart, Dana Telem, Peter A Ubel, Reshma Jagsi","doi":"10.1097/ACM.0000000000005777","DOIUrl":"10.1097/ACM.0000000000005777","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to elucidate the experiences and perceptions of mid-career to senior clinician-scientists in academic medicine regarding pursuing, attaining, or rejecting leadership roles as well as their conceptualization of the influence of leadership in their broader career trajectories.</p><p><strong>Method: </strong>The authors conducted a qualitative analysis of in-depth, semistructured interviews conducted in 2022 with a diverse sample of clinician-scientists who received new National Institutes of Health K08 or K23 Career Development Awards between 2006 and 2009. A total of 859 of the 915 survey respondents (94%) were eligible to be recruited for the qualitative study. Qualitative analysis was informed by thematic analysis and used a social constructionist approach to understanding participants' conceptualizations of their experiences. Interview transcripts were coded using an iterative, inductive coding process. Themes were generated by reviewing coded data and identifying common patterns in participant narratives, affording particular attention to participants' discussion of the effect of race and/or gender on their leadership experiences.</p><p><strong>Results: </strong>Sixty clinician-scientists participated in individual interviews. Five themes were generated surrounding participants' conceptualizations of their leadership experiences. Themes were (1) feeling unprepared for leadership roles, (2) reluctance and lack of intention in attaining leadership positions, (3) influence of networks on leadership access and decision-making, (4) impact-related benefits and downsides of leadership, and (5) confining ideas of who leaders are.</p><p><strong>Conclusions: </strong>The study highlighted the need for formal leadership training in academic medicine and the importance of mentorship and sponsorship in attaining and succeeding in leadership positions. Individuals from communities underrepresented in leadership positions faced additional challenges internalizing a leadership identity. Efforts to encourage current leaders to engage in intentional succession planning and development of faculty toward leadership roles, including expansion of institutional leadership development programs, are needed to promote equitable distribution of leadership opportunities.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"42-49"},"PeriodicalIF":5.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11615155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262845","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":"The Importance of Sexual History-Taking Within Surgery.","authors":"Justine O Chinn, Mary T Hawn","doi":"10.1097/ACM.0000000000005965","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005965","url":null,"abstract":"<p><strong>Abstract: </strong>Sexual and reproductive health is an essential part of comprehensive medical care. As the field of medicine becomes more specialized and siloed and the diagnostic work-up in surgery more advanced, the risk of anchoring diagnoses and partitioning of care increases. Thus, the fundamentals of a complete patient history and review of each body system remain critical in ensuring that surgeons establish a broad differential diagnosis; provide comprehensive, well-rounded care to patients; and create opportunities for patient counseling and interventions. The article by Coleman and colleagues reports on an intervention that did not result in trainees being more likely to take a sexual history; however, the intervention group did ask significantly more questions regarding sexual health than the comparison group when they did take a sexual history. They highlight that there is a persistent gap in sexual history-taking, and that this results in potential misdiagnoses as well as missed opportunities to counsel patients about sexual and reproductive health. Clinicians have a responsibility to recognize factors that increase risk for their patients and provide appropriate counseling, which they cannot do if they are not asking all the necessary questions, even the difficult ones.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928353","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":"https://doi.org/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 future analyses.</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":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-24","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":"Updated Geriatrics Competencies for Graduating Medical Students: Training Physicians to Provide Age-Friendly Care.","authors":"Andrea Wershof Schwartz, Mandi Sehgal, Catherine M P Dawson, Lisa J Granville, Becky B Powers, Amit A Shah, Amy M Sullivan, Rosanne M Leipzig","doi":"10.1097/ACM.0000000000005958","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005958","url":null,"abstract":"<p><strong>Purpose: </strong>Medical student education in geriatrics is a critical need for every doctor-in-training as the population ages, with fewer than 7,000 geriatricians, and older patients, who now approach 20% of the U.S. population, having unique health care needs. This study presents the updated competencies in geriatrics for graduating medical students, framed by the Geriatrics 5Ms (Mind, Mobility, Medications, Multicomplexity, and What Matters Most).</p><p><strong>Method: </strong>From 2019-2022, a working group of the American Geriatrics Society (AGS) drafted the updated medical student geriatrics education competencies, using a modified Delphi approach.The working group reviewed the literature, conducted an initial survey of working group members, and drafted and refined proposed updates to the competencies. The 27 resulting competencies were disseminated as a national survey to geriatrics experts and medical school education deans. Following the national survey, the competencies were updated and presented at the 2021 AGS Annual Scientific Meeting and open to public comment before they were finalized.</p><p><strong>Results: </strong>The 27 updated geriatrics competencies for medical students included several new competencies, such as a focus on health equity, frailty, deprescribing, and patient priorities. A total of 211 respondents completed the national survey, including geriatrics experts (187/398, response rate: 47.0%) and education deans (24/191, response rate: 12.6%). All 27 proposed competencies met the predetermined threshold of 70% cumulative agreement, with a range of 93.0% (174/187) to 100% (187/187) among geriatrics experts and 87.5% (21/24) to 100% (24/24) among education deans.</p><p><strong>Conclusions: </strong>The updated Geriatrics Competencies for Graduating Medical Students met with broad agreement among the geriatrics experts and medical school education deans who responded to the national survey. By focusing on the Geriatrics 5Ms, the competencies highlight key knowledge and skills graduating medical students need for the first day of internship to be prepared to deliver age-friendly care to older adults under their care.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928503","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":"Appreciating Appreciation: Residents' Experience Feeling Valued Differently as Learners, Physicians, and Employees.","authors":"Rosa Bogerd, Milou E W M Silkens, José P S Henriques, Kiki M J M H Lombarts","doi":"10.1097/ACM.0000000000005959","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005959","url":null,"abstract":"<p><strong>Purpose: </strong>Cultures of wellness, defined as shared norms, values, attitudes, and behaviors that promote personal and professional growth and well-being, are robust determinants of professional fulfillment and professional performance. A major and largely overlooked aspect of a culture of wellness in medicine is residents' perceived appreciation or experience of feeling valued. Considering the pressing workforce and retention challenges that residency programs face, this study addressed the following research questions: How does appreciation at work manifest in the eyes of residents and how do residents perceive appreciation in relation to their professional fulfillment and performance?</p><p><strong>Method: </strong>Guided by an interpretative phenomenological approach, this qualitative study purposively sampled 12 residents from different specialties, training years, regions in the Netherlands, and genders. Residents' individual experiences with appreciation at work were explored in semistructured interviews conducted between October 2022 and March 2023. Thematic analysis was used for data analysis.</p><p><strong>Results: </strong>Residents perceived appreciation as \"being seen and heard\" and further described how appreciation at work manifested using 3 narratives. As learners, residents felt appreciated when their competencies were acknowledged and supervisors created room for individual growth. As physicians or colleagues, residents felt appreciated when they experienced meaningful patient contact, high levels of collegiality, and self-appreciation through successes at work. As employees, residents felt appreciated when their (extra) efforts were noticed, they were properly facilitated in their work and training, and their well-being was prioritized. Residents said that receiving appreciation boosted their mental health, self-confidence, professional commitment, and professional fulfillment, thereby benefiting their performance and the quality of patient care they deliver.</p><p><strong>Conclusions: </strong>Appreciation at work is important for residents and manifests itself within the narratives of learner, physician or colleague, and employee. Which narrative is foregrounded depends on context, but regardless feeling \"seen and heard\" at work is crucial for residents' fulfillment and performance.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928416","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":"Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers.","authors":"Lydia Busey, Natalie May, James R Martindale, Elizabeth B Bradley, Margaret Plews-Ogan, Rachel H Kon","doi":"10.1097/ACM.0000000000005960","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005960","url":null,"abstract":"<p><strong>Abstract: </strong>ProblemLongitudinal patient relationships can positively affect medical students' professional identity formation (PIF), understanding of illness, and socialization within medical practice, but a longitudinal integrated clerkship (LIC) model is not always feasible. The authors describe the novel Patient Student Partnership (PSP) program, which provides authentic roles for students in mentored longitudinal patient relationships while maintaining a traditional block clerkship model.ApproachThe PSP program at the University of Virginia School of Medicine pairs all matriculating medical students with a patient living with chronic illness to follow across multiple health care settings until graduation. The 4-year required program is rooted in the conceptual frameworks of PIF, experiential learning, and communities of practice. This program evaluation used survey data collected from the first full cohort of students (Class of 2022) at 5 timepoints during the initial 4 years of implementation (2018-2022).OutcomesAt graduation, 152 students had completed the PSP program. Students' narrative responses on surveys indicated PSP participation helped them connect classroom learning to clinical practice, play meaningful roles in patient care, practice communication skills via electronic health records, and practice self-reflection about their future roles as physicians. On the survey administered as students approached graduation, 54/67 (80.6%) of responding students agreed or strongly agreed that the PSP program allowed them to observe the general trajectory of a patient's chronic illness and its impact on daily life.Next StepsThis initial evaluation demonstrates the feasibility of integrating a mentored longitudinal experience into an existing block curriculum. Future study of PIF development occurring during PSP activities is needed to explore whether the PSP program stimulates PIF in ways similar to LICs. Additionally, the authors plan to address variability in engagement between medical students and their patient teachers through further student and faculty development regarding role clarification.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928444","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 Generative Artificial Intelligence Into Medical Education: Curriculum, Policy, and Governance Strategies.","authors":"Marc M Triola, Adam Rodman","doi":"10.1097/ACM.0000000000005963","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005963","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid advancement of generative artificial intelligence (GAI) is poised to revolutionize medical education, clinical decision-making, and health care workflow. Despite considerable interest and a surfeit of newly available tools, medical educators largely lack both competencies and guidance on how to incorporate the new and rapidly evolving world of GAI into the core medical school curriculum and experiences of undergraduate medical education. This Scholarly Perspective highlights the need for medical schools to adapt to this new paradigm by implementing policies, governance, and curricula that address the ethical, technical, and pedagogical implications of GAI. The authors recommend creating policies for appropriate GAI use, designed to protect institutional and patient data, and provide students with clarity on the appropriate use of AI for education. The authors suggest that implementing GAI governance at institutions is crucial to create guiding principles on ethical and equitable GAI use and involving students as coinventors of local innovation. The authors argue that providing faculty and learners with tools and training for safe experimentation with GAI and defining competencies for students and faculty are essential. Curricula for GAI should focus on implications of clinical uses. The authors propose a set of new competencies for GAI that build on those already established for AI in general. Given how dynamic the world of GAI is and how quickly new innovations are changing longstanding practices of clinical medicine, it is imperative that the medical education community acts together to share best practices, gather data to assess the impact of GAI education, continuously update the expected competencies of medical students, and help students prepare for a career that will be continually changed by GAI.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869747","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 and Institutional Coordinator Well-Being: Results From a National Survey.","authors":"Stuart Slavin, Nicholas Yaghmour, Aurea Baez-Martinez, Cormac O'Donovan, Mukta Panda, Pamela Carpenter, Coranita Burt, Kandice Kaylor McLeod","doi":"10.1097/ACM.0000000000005955","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005955","url":null,"abstract":"<p><strong>Purpose: </strong>This study explores the mental health and well-being, overall job satisfaction, likelihood to leave position, and perceptions of job satisfiers and stressors and dissatisfiers in a national sample of program and institutional coordinators in graduate medical education (GME).</p><p><strong>Method: </strong>Between August and September 2022, 11,887 program and institutional coordinators and managers with email addresses listed in the Accreditation Council for Graduate Medical Education database were emailed a survey link. The survey queried mental health using the Patient Health Questionnaire 8 depression scale, Generalized Anxiety Disorder 7, and a 2-item burnout scale derived from the Maslach Burnout Inventory; overall satisfaction with work; likelihood to leave work; and drivers of satisfaction and dissatisfaction.</p><p><strong>Results: </strong>A total of 6,372 coordinators and managers responded to the survey, with 1,367 (23.9%) reporting moderate to severe depression symptoms on the Patient Health Questionnaire 8 and 1,767 (30.4%) reporting moderate to severe anxiety symptoms on the Generalized Anxiety Disorder 7. A total of 2,069 respondents (36.3%) reported feeling burned out at least once per week, 1,288 (20.4%) reported being dissatisfied or very dissatisfied with work, and 1,510 (27.9%) reported being likely or very likely to leave their job in the next year. Positive interactions with administrative staff, residents, fellows, faculty, and program leadership were the highest ranked drivers of job satisfaction. Tracking down residents, fellows, and faculty to complete required tasks, low pay, overall workload, level of detail to manage, time pressure, lack of appreciation by faculty, and sense of entitlement of residents were leading job dissatisfaction drivers.</p><p><strong>Conclusions: </strong>Coordinators are vitally important members of the GME community who play critical roles in supporting the GME enterprise. This study aims to raise awareness of the challenges and struggles faced by coordinators to lead to improvements in their job satisfaction, mental health, and well-being.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869748","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":"An Innovative Approach to Navigating Microaggressions in Medical Education Settings.","authors":"Nariell Morrison, Olutunmise Ashaye, Simisola Onanuga, Hannah Okechukwu, Kinan Wihba, Chioma Izzi-Engbeaya, Amir H Sam","doi":"10.1097/ACM.0000000000005946","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005946","url":null,"abstract":"<p><strong>Problem: </strong>Microaggressions negatively affect the experiences of medical students, especially those from minoritized groups, indicating the need for heightened awareness and open dialogue. The increasing recognition of the potential harm caused by such behaviors has led to a call for educational strategies that enable medical students to identify and address microaggressions effectively. This report details an innovative approach designed to navigate the complexities of microaggressions within medical education settings.</p><p><strong>Approach: </strong>In December 2023, 2 senior medical educators facilitated an in-person lecture, which consisted of short videos cocreated with students, interactive online surveys, and a presentation. The lecture aimed to enable third-year medical students at Imperial College School of Medicine to describe and recognize microaggressions and other forms of inappropriate behavior, understand the impact of microaggressions in medical education settings, develop problem-solving skills to challenge inappropriate behavior, and differentiate the informal and formal mechanisms to raise concerns.</p><p><strong>Outcomes: </strong>The final data set consisted of 183 participants. Participants reported increases in confidence in identifying microaggressions (median [IQR], 4.00 [3.00-4.00] before vs 4.00 [4.00-5.00] after intervention; P < .001), understanding their potential effect on affected individuals (median [IQR], 4.00 [3.00-5.00] before vs 5.00 [4.00-5.00] after intervention; P < .001), and feeling better equipped to challenge inappropriate experienced (median [IQR], 2.00 [2.00-3.00] before vs 3.00 [2.00-4.00] after intervention; P < .001) or witnessed (median [IQR], 3.00 [2.00-3.00] before vs 4.00 [3.00-4.00] after intervention; P < .001) behaviors. They also reported increases in confidence in seeking support from their peers if they experienced (median [IQR], 4.00 [3.00-5.00] before vs 4.00 [4.00-5.00] after intervention; P < .001) or witnessed (median [IQR], 4.00 [3.00-4.00] before vs 4.00 [3.00-5.00] after intervention; P < .001) microaggressions.</p><p><strong>Next steps: </strong>Next steps include integrating small group workshops on microaggressions into curricula and adapting these interventions for other health care professionals.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848374","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}