Academic Medicine最新文献

{"title":"An Asynchronous Online Course to Introduce Interprofessional Education to Incoming Health Professions Students.","authors":"Laurel Daniels Abbruzzese, Urmi A Desai, Ashley Kingon, Michelle N Skelton, Phyllis R Simon, Jean N Churchill, Jordana Vanderselt, Letty Moss-Salentijn","doi":"10.1097/ACM.0000000000006121","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006121","url":null,"abstract":"<p><strong>Problem: </strong>Interprofessional practice and education (IPE) (educators and learners from ≥2 health professions) can improve patient health outcomes and is required for most health professional program accreditation. Conflicting academic schedules and space limitations are obstacles to implementing interprofessional learning experiences that prepare future clinicians for team-based care.</p><p><strong>Approach: </strong>In February 2019, an asynchronous online course (eCUIMC) was created at Columbia University Irving Medical Center (CUIMC) to equip incoming health professions students to deliver team-based health care and engage in IPE without a shared space and time. eCUIMC oriented first-year students to the IPE core competencies: (1) values and ethics for interprofessional practice, (2) roles and responsibilities, (3) interprofessional communication, and (4) teams and teamwork. Participants were assigned to interprofessional teams of 8 students and 2 faculty. During a 5-day period in fall 2019 and 2020, participants completed interactive activities, performed a clinical case study, facilitated discussions, and completed a self-directed learning activity addressing structural determinants of health. Students completed a pre-post survey of beliefs and attitudes using the 21-item Interprofessional Socialization and Valuing Scale, which uses a 7-point scale to assess the change in interprofessional socialization after interprofessional education, with 1 indicating not at all and 7 indicating to a very great extent.</p><p><strong>Outcomes: </strong>A total of 1,345 participants, representing 10 different health professional programs, completed course evaluations and a pre-post survey of attitudes. Most students found the course engaging, relevant, and manageable, with 1,267 (94%) reporting increased understanding of other health professions. Mean Interprofessional Socialization and Valuing Scale scores increased from 4.5 to 5.8 (P < .001).</p><p><strong>Next steps: </strong>eCUIMC is a feasible and effective modality for uniting students from different health profession programs where time and space are barriers. eCUIMC is being integrated into the curriculum as an annual requirement for all 10 CUIMC health professions programs.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250689","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":"Proposing a Research Agenda for Situational Judgment Tests in U.S. Medical School Admissions.","authors":"Ioannis Koutroulis, Alexandra H Vinson","doi":"10.1097/ACM.0000000000006118","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006118","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217415","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 Moineau and León-Bórquez.","authors":"Abida Shaheen, Fahad Azam","doi":"10.1097/ACM.0000000000006116","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006116","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":"144210121","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":"Vicarious Trauma and Medical Student Engagement.","authors":"Charles D Anderson","doi":"10.1097/ACM.0000000000006113","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006113","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":"144210127","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":"Macy Foundation Innovation Report Part I: Current Landscape of Artificial Intelligence in Medical Education.","authors":"Christy K Boscardin, Raja-Elie E Abdulnour, Brian C Gin","doi":"10.1097/ACM.0000000000006107","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006107","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid emergence of artificial intelligence (AI), including generative large language models, offers transformative opportunities in medical education. This proliferation has generated numerous speculative discussions about AI's promise but has been limited in delivering a comprehensive analysis to distinguish evidence-based utility from hype while identifying context-specific limitations.In this first part of a two-part innovation report, commissioned by the Josiah Macy Jr. Foundation to inform the discussions at a conference on AI in medical education, the authors synthesize the landscape of AI in medical education, underscoring both its potential advantages and inherent challenges. To map the AI landscape, they reviewed 455 articles that targeted five medical education domains: (1) Admissions, (2) Classroom-Based Learning and Teaching, (3) Workplace-Based Learning and Teaching, (4) Assessment, Feedback, and Certification, and (5) Program Evaluation and Research.In admissions, AI-driven strategies facilitated holistic applicant reviews through predictive modeling, natural language processing, and large language model-based chatbots. Preclinical learning benefited from AI-powered virtual patients and curriculum design tools that managed expanding medical knowledge and supported robust student practice. Within clinical learning, AI aided diagnostic and interpretive processes, prompting medical education curricula to demand relevant AI competency and literacy frameworks. A few studies reported that assessment and feedback processes became more efficient through automated grading and advanced analytics, which reduced faculty workload and offered timely, targeted feedback. Program evaluation and research gained additional insights using AI on careers, diversity, and performance metrics of faculty and learners, improving resource allocations and guiding evidence-based approaches.Despite these possibilities, bias in AI algorithms, concerns about transparency, inadequate ethical guidelines, and risks of over-reliance highlighted the need for cautious, informed AI implementation. By mapping AI tasks to medical education applications, the authors provide a framework for understanding and leveraging AI's potential while addressing technical, ethical, and human-factor complexities in this evolving field.</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":"144210123","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":"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}