HCA healthcare journal of medicine最新文献

{"title":"A Scalable Model for Resident and Faculty Well-Being: Applying Self-Determination Theory and the Job Demands-Resources Framework in Graduate Medical Education.","authors":"Gregory Guldner, Adam Neufeld","doi":"10.36518/2689-0216.2436","DOIUrl":"10.36518/2689-0216.2436","url":null,"abstract":"<p><p>Description Despite growing attention to burnout in graduate medical education (GME), many institutional efforts remain fragmented and lack theoretical coherence. In response, HCA Healthcare developed a system-wide initiative grounded in Self-Determination Theory (SDT) and the Job Demands-Resources (JD-R) framework to guide leadership development, learning climate improvement, and resident and faculty well-being. What began as a single-program effort evolved into a multi-year, system-wide initiative involving more than 5800 residents across 366 programs at 85 hospitals. In collaboration with workplace psychologists from Claremont Graduate University and Immersyve Health, the initiative integrated theory-informed leadership workshops, validated assessment platforms, and continuous quality-improvement processes to help programs identify workplace demands, strengthen resources, and support basic psychological needs. Preliminary findings suggest that programs led by directors who participated in Resident Experience and Retention Summit (RERS) workshops were associated with higher resident retention and improvements in Workforce Interests and Needs Survey (WINS) metrics related to well-being, program affinity, and perceived leadership support. This paper describes the development, scaling, and early outcomes of this initiative and offers a practical roadmap for other GME systems seeking to translate motivation science into sustainable improvements in resident and faculty well-being.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"223-228"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182942/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building a Better Clinical Competency Committee: A Multi-Institutional Approach to Improving the Quality of Resident Feedback Through Appreciative Inquiry.","authors":"Nikita Khetan, Emma Omoruyi, Elizabeth Hanson","doi":"10.36518/2689-0216.2348","DOIUrl":"10.36518/2689-0216.2348","url":null,"abstract":"<p><strong>Background: </strong>The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric faculty to convene twice yearly as a Clinical Competency Committee (CCC) to review resident performance and provide feedback. Variability in review processes and limited feedback quality remain common challenges. Incorporating Appreciative Inquiry within a Deliberate Practice framework may enhance the quality of summative feedback provided to residents.</p><p><strong>Methods: </strong>This project was conducted with pediatric residents and faculty during the 2019-20 academic year at The University of Texas Health Science Center at Health San Antonio (UTHSA) and during the 2021-22 academic year at The University of Texas Health Science Center at Houston (UTH). Appreciative Inquiry guided development of anonymous surveys for residents and faculty, with responses analyzed and themed to inform improvements in the CCC process. Deliberate Practice provided the framework for defining and assessing feedback quality. Resident satisfaction with CCC feedback was evaluated pre- and post-intervention using Deliberative Practice-based surveys. At UTHSA, de-identified feedback was further assessed using the Task-Gap-Action (TGA) rubric.</p><p><strong>Results: </strong>Resident survey response rates were 79% pre-intervention and 39% post-intervention; faculty response rates were 50% at UTHSA and 75% at UTH. Appreciative Inquiry-derived themes informed the development of a new CCC summative feedback form aligned with milestone evaluations. Resident satisfaction with feedback improved at both institutions, and the mean TGA scores increased from 2.5/9 to 8/9 at UTHSA.</p><p><strong>Conclusion: </strong>Appreciative Inquiry is a feasible approach to identifying the needs of learners and faculty in the feedback process. By collaboratively implementing this approach within the CCCs at our respective institutions, we were able to positively affect the feedback given to residents across 2 programs. Additionally, the TGA rubric offered valuable insight into feedback produced by the CCC to support the growth of resident trainees.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"179-186"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182938/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Under Chiron's Care.","authors":"Deethya Trivedi","doi":"10.36518/2689-0216.2474","DOIUrl":"https://doi.org/10.36518/2689-0216.2474","url":null,"abstract":"<p><p>Description This painting depicts young Asclepius under the guidance of Chiron, the wise centaur renowned for his knowledge of healing and medicine. In Greek mythology, Asclepius was entrusted to Chiron after Apollo recognized his potential. Within the nurturing environment of Chiron's home, Asclepius absorbed lessons on the use of medicinal herbs, wound treatment, and the foundational principles of care, skills that would eventually elevate him to become the Greek God of Medicine. The herbs symbolize hands-on learning and the practical foundation of healing, while the book signifies the accumulation and sharing of knowledge, showing how medical innovation progresses through study, collaboration, and the passing of wisdom. It's not just the transfer of knowledge, but the intentionality and patience in Chiron's teaching, mirrored in Asclepius's focused and reverent attention. This scene illustrates the timeless impact of mentorship and deliberate instruction. It shows that mastery is not instant but cultivated through observation, practice, and careful guidance. The relationship between teacher and student is depicted as a partnership in growth, emphasizing that the development of skill and wisdom requires patience, trust, and attentive presence. Medicine is not merely a collection of facts, but a craft honed through experience and human connection. The painting captures the essence of how knowledge is passed from teacher to student, highlighting the enduring importance of mentorship in shaping not only skill, but character and empathy.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"261-262"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing Antibiotic Strategies With a Clinical Pathway Approach: Enhanced Initiation and De-escalation in Community-Acquired Pneumonia.","authors":"Ahmad Behzadpour","doi":"10.36518/2689-0216.2328","DOIUrl":"10.36518/2689-0216.2328","url":null,"abstract":"<p><strong>Background: </strong>Community-acquired pneumonia (CAP) remains a leading cause of hospitalization, mortality, and health care expenditure worldwide. Inappropriate use of broad-spectrum antibiotics contributes to antimicrobial resistance, adverse drug events, and increased costs. Antibiotic stewardship and standardized clinical pathways are key strategies to improve prescribing practices.</p><p><strong>Methods: </strong>This quality improvement (QI) initiative was conducted at a 240-bed tertiary care teaching hospital from January 2023 through January 2025. A CAP-specific digital clinical pathway was developed using Curbside Health® and integrated into the electronic health record (EHR), accessible through a structured order set to support real-time clinical decision-making. The intervention included provider education and iterative refinement through 2 Plan-Do-Study-Act (PDSA) cycles. Community-acquired pneumonia cases were identified using ICD-10 coding and antibiotic order indication. Outcomes were analyzed at the system level using aggregated EHR data. Statistical analyses were performed using chi-squared, Fisher's exact, and <i>t</i> tests or Mann-Whitney U tests, as appropriate.</p><p><strong>Results: </strong>A total of 880 patients were included in the pre-intervention period and 1345 in the post-intervention period. Following implementation, broad-spectrum antibiotic use significantly decreased (vancomycin: 71.4% to 26.2%, <i>P</i> < .0001; piperacillin/tazobactam: 65.2% to 28.8%, <i>P</i> < .0001). Concurrently, guideline-concordant antibiotic use increased (ceftriaxone: 13.3% to 56.1%, <i>P</i> < .0001; azithromycin: 44.2% to 71.1%, <i>P</i> < .0001). Clinical pathway utilization increased from 4.0% to 73.5% (<i>P</i> < .0001). Estimated annual cost savings were approximately $650 000.</p><p><strong>Conclusion: </strong>Integration of a CAP-specific digital clinical pathway into the EHR was associated with improved antibiotic stewardship and reduced health care costs. These findings support the feasibility of EHR-embedded decision support tools to optimize antibiotic prescribing. Patient-level clinical outcomes and demographic data were not assessed, consistent with the system-level design of this QI initiative, which warrants further evaluation in future studies.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"153-160"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182937/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Establishing Nurse Innovator Competencies: A Collaborative Initiative.","authors":"Lori M Brodie, Susan B Patton, Dara Lanman, Ismail Dilek, Noah R Zanville, Tracy A Ortelli","doi":"10.36518/2689-0216.2388","DOIUrl":"10.36518/2689-0216.2388","url":null,"abstract":"<p><strong>Background: </strong>Rapid advancements in augmented and artificial intelligence (AI) are reshaping health care, necessitating a strategic approach to integrating innovation into nursing education and practice. This article details a collaborative initiative between academic and practice partners aimed at the initial steps towards establishing the required knowledge, skills, and abilities for nurses to lead change through the creation of Nurse Innovator Competencies.</p><p><strong>Methods: </strong>After an extensive review of literature, the team identified the absence of established Nurse Innovator Competencies. Through a collaborative and iterative process involving subject matter experts (SMEs) in both innovation and academia, key domains for the competencies, including Innovative Thinking, Information Management and Technological Acumen, Iterative Development, Transformational Leadership, and Compassionate Care, were established. Utilizing the same approach, the team then crafted competency statements and solicited input from nurse innovators and health care employees.</p><p><strong>Results: </strong>The results of this effort underscore the critical areas for enhancement and suggest methodologies for integrating these competencies into nursing curricula and nursing practice. While future analysis is needed to further test the survey tool and expand the data collection, the initial findings indicate emerging reliability.</p><p><strong>Conclusion: </strong>Ultimately, the Nurse Innovator Competencies are expected to serve as a guide to empower nurses to lead innovation while maintaining the core value of compassionate care in health care settings.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"133-144"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resident Scholarly Activity Plan and Scorecard Implementation in Graduate Medical Education.","authors":"Michele L McCarroll, Afsha Rais Kaisani, Joseph Kessler, Tasaduq H Mir","doi":"10.36518/2689-0216.2273","DOIUrl":"10.36518/2689-0216.2273","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Scholarly activity (SA) is a requirement of the Accreditation Council on Graduate Medical Education (ACGME); however, many programs struggle with interpreting ACGME trainee requirements and lack standardized tools to effectively communicate, document, and track individualized, resident-centered approaches to SA. This educational project aimed to develop a universal educational graduate medical education (GME) SA plan and scorecard tool to establish shared program expectations, provide formative and summative feedback on SA progression, track SA, and support individualized SA pathways aligned with residents' professional goals.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;In May 2022, faculty, associate program directors, and program directors within the North Texas Division of HCA Healthcare created the division-specific Resident GME Scholarly Activity Plan and Scorecard. The tool was introduced during didactic rollout sessions within the first 3 months of the 2022-2023 academic year. These residents completed a pre-didactic and post-didactic survey about the plan and scorecard using a 9-item, 4-point Likert and 5-point rating scale. Once approved, the tool was introduced at each new intern class during orientation and reinforced throughout their tenure. Scholarly activity productivity and utilization were measured over a 41-month period (October 2022-March 2026) across 12 programs.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;In 2022, participating residents (n = 142 pre and n = 152 post out of N = 298 total, a 51% response rate completed a pre-implementation didactic and post-implementation didactic survey. The mean overall score across the 9-item survey increased from 2.79 prior to the didactic session to 3.30 following the session, representing an absolute increase of 0.61 points (18.3%).Between October 2022-March 2026, a total of 548 residents used the plan and scorecard. Of these, 459 (83.8%) residents pursued the generalist track and 88 (16.1%) selected a fellowship-focused scholarly track. Forty-four fellowship-track residents (8%) remain in training and are actively using the scorecard. Forty-three fellowship-track residents (7.85%) successfully matched into their preferred fellowship programs. Eleven fellowship-track residents (2.01%) did not complete the recommended components outlined in the tool and did not match. Regardless of track, all residents met ACGME, HCA Healthcare, and program SA requirements. Scholarly productivity increased annually following implementation, from 45 projects in 2022, to 180 projects in 2023, 381 projects in 2024, and 461 projects in 2025.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Implementation of a standardized tool provided SA structure and clarity for residents across a variety of ACGME programs and career pathways. Using an individualized, resident-centered approach to SA may promote scholarly productivity, increased tracking to meet graduation requirements, as well as fostering career development.&lt;/p","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"205-212"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Resident Preparedness for the American Board of Surgery Certifying Exam Through Low-Stakes Mock Oral Sessions.","authors":"Camila R Guetter, Taylor Locklear, Omar Haque, P Nina Scalise, Saptarshi Biswas, R Wesley Vosburg","doi":"10.36518/2689-0216.2326","DOIUrl":"10.36518/2689-0216.2326","url":null,"abstract":"<p><strong>Background: </strong>The American Board of Surgery (ABS) requires trainees to pass both a written qualifying examination (ABSQE) and oral certifying examination (ABSCE) to achieve board certification. The high-stakes nature of the ABSCE, which assesses knowledge, clinical judgment, and decision-making, necessitates extensive preparation. To address the challenges of the ABSCE format and associated trainee stress, structured mock oral programs have been developed. Here we evaluate the impact of structured mock oral sessions on residents' comfort levels and familiarity with the ABSCE at a single institution.</p><p><strong>Methods: </strong>A mixed-methods survey was given to 50 general surgery residents in different training years who participated in 1-hour individual mock oral sessions with an attending surgeon between August 2021 and February 2024. The survey assessed demographic information, previous oral board practice experience, confidence describing the test format, and identified common pitfalls before and after the session. Statistical analyses using McNemar's chi-square test and a thematic analysis of open-ended responses were performed.</p><p><strong>Results: </strong>We observed a significant increase (70% of participants) in residents' reported confidence while describing the ABSCE format and identifying common pitfalls (68% of participants) after the sessions, compared to pre-implementation of the mock oral practice sessions. Many residents (97.9%) found value in frequent mock oral sessions. Residents identified insufficient practice, clinical experience, and time for preparation as barriers to their success.</p><p><strong>Conclusion: </strong>Repeated, low-stakes mock oral practice sessions and protected educational time are valued by residents and could enhance examination readiness, thereby improving ABSCE pass rates (68%, prior to the 1:1 mock oral sessions, to 83% after the sessions were implemented). Future studies should explore the nationwide impact of integrating regular formal mock oral sessions into surgical residency programs.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"119-124"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182946/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Owning Difficult Outcomes: Navigating Medical Error Disclosure for Trainees in Accordance With ACGME Standards.","authors":"Sara Andrabi, Anita Rohra, Kelly Keene, Alison Haddock, Daniela Ortiz","doi":"10.36518/2689-0216.2356","DOIUrl":"10.36518/2689-0216.2356","url":null,"abstract":"<p><strong>Background: </strong>The American College of Graduate Medical Education (ACGME) mandates that physicians promote patient safety and high-quality care, including training trainees in disclosing adverse events to patients and families. Despite its importance, many trainees lack formal preparation in error disclosure, leading to inconsistent practices. Structured training programs are essential to meet societal expectations and professional responsibilities.</p><p><strong>Methods: </strong>A simulation-based curriculum was integrated into our annual \"Difficult Communications\" simulation day in response to feedback from residents. The curriculum employs standardized patients to create realistic error disclosure scenarios. Sessions include pre-briefing with faculty facilitators and standardized patients, simulated encounters, and structured debriefings. Trainees participate as primary discussants and observers, receiving feedback from peers, faculty, and standardized patients. The program ensures that each member engages in at least 1 error disclosure simulation during their training.</p><p><strong>Results: </strong>Sessions involved 12-18 learners annually as primary discussants and 6-12 as observers. Senior trainees who had not previously led a session were prioritized as discussants. There was a significant difference in confidence levels before (3.88 ± 0.60) and after (4.76 ± 0.56) the simulation, indicating a significant increase (<i>P</i> = .0006). Learners valued the structured debriefing and the opportunity to practice in a safe environment.</p><p><strong>Conclusion: </strong>The simulation-based curriculum effectively enhances trainees' skills in error disclosure, aligning with ACGME requirements and fostering patient-centered care. Despite the positive outcomes, limitations included faculty availability and time constraints. Future steps include expanding the case bank, enhancing faculty training, and measuring real-world application. This curriculum represents a significant advancement in preparing residents for disclosing medical errors.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"187-200"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182945/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Leadership Competency and Professional Identity Formation Through Near Peer Educator Programs.","authors":"Justin Choi, Gabriela Martin Gonzalez, Tahina Ahmed, Shirley Eisner","doi":"10.36518/2689-0216.2278","DOIUrl":"10.36518/2689-0216.2278","url":null,"abstract":"<p><strong>Introduction: </strong>Leadership competency development is a pivotal component of physician professional identity formation (PIF), and its instruction across undergraduate medical education (UME) institutions is diverse. Near-Peer Educator Programs (NPEPs) foster experiential leadership development through teaching junior learners. We evaluated the impact of participation in a structured longitudinal NPEP on medical students' self-reflections of their leadership growth.</p><p><strong>Methods: </strong>Medical students serving as Near-Peer Educators (NPEs) were invited to complete a baseline survey prior to facilitating any sessions and a follow-up survey after facilitating more than 1 session. The surveys, measured using a 7-point Likert scale, were modeled on a validated clinical educator self-assessment tool and questions were aligned to reflect seven leadership competencies defined as developmentally appropriate for graduating medical students. Baseline surveys measured self-perception of leadership skills before participation, while follow-up surveys assessed perceived improvement and practice of these skills.</p><p><strong>Results: </strong>Fifty-eight new NPEs completed the baseline survey, and 82 students completed the follow-up survey. At baseline, NPE's self-ratings were highest for the team dynamics (5.2 ± 1.2), and diversity, equity, inclusion, and belonging (5.5 ± 1.2) competencies. In the follow-up survey, students reported significant improvements across all leadership domains, with the highest improvement scores in fostering adaptive learning and growth mindset (5.6 ± 1.2) and developing emotional intelligence (5.6 ± 1.2).</p><p><strong>Conclusion: </strong>Participation in a NPEP improved perception of competency across various leadership domains, contributing to the PIF of medical students. Near-peer educator programs offer a well-established, adaptable model for integrating experiential and longitudinal leadership training into UME curricula.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"213-222"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182943/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Distinguished Humanitarian Society.","authors":"Ashley Charales, Grace DesRochers, Lakshmi Tatineni, Shane Jenks, Rajeev Raghavan","doi":"10.36518/2689-0216.2289","DOIUrl":"10.36518/2689-0216.2289","url":null,"abstract":"<p><strong>Background: </strong>The Gold Humanism Honor Society (GHHS) is a nationally recognized organization present at over 80% of medical schools in the United States to promote humanism, integrity, and volunteerism among students. There is no equivalent national honor society present at the majority of Graduate Medical Education (GME) training programs.</p><p><strong>Methods: </strong>Our institution created the Distinguished Humanitarian Society (DHS) as a local honor society in 2022 to recognize trainees who exemplified the ideals espoused by GHHS. In January and February 2025, we conducted semi-structured interviews to extract themes regarding inductees' experiences with the DHS. Both interviewers used the same list of open-ended questions aimed at gauging members' opinions about the DHS.</p><p><strong>Results: </strong>Semistructured interviews with 10 of the 31 (32%) inductees (2022-2025) identified 7 themes: positive impact of DHS, unique program, motivation for community service, curriculum vitae value, recognition and validation, platform for service, and program unification. Many of the residents when interviewed stated that knowing more about DHS may have influenced their ranking of our residency program.</p><p><strong>Conclusion: </strong>The DHS promotes traits that we hope trainees take into their medical practice, namely, humanism and integrity. Given our success, we recommend that other GME programs establish a chapter of DHS at their institutions.</p>","PeriodicalId":73198,"journal":{"name":"HCA healthcare journal of medicine","volume":"7 2","pages":"167-172"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13182933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}