PRiMER (Leawood, Kan.)最新文献

LGBTQIA+ Health in Emergency Medicine Residency Curricula: A Pilot Needs Assessment. 急诊医学住院医师课程中的LGBTQIA+健康：试点需求评估。

PRiMER (Leawood, Kan.) Pub Date : 2025-10-06 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.267110

Elaine Hsiang, Lachlan Driver, Eliot H Blum, Sean Thompson, Daniel J Egan, Joel Moll, Margaret Lin-Martore

{"title":"LGBTQIA+ Health in Emergency Medicine Residency Curricula: A Pilot Needs Assessment.","authors":"Elaine Hsiang, Lachlan Driver, Eliot H Blum, Sean Thompson, Daniel J Egan, Joel Moll, Margaret Lin-Martore","doi":"10.22454/PRiMER.2025.267110","DOIUrl":"10.22454/PRiMER.2025.267110","url":null,"abstract":"Background: The quality of and access to care by lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other sexual and gender diverse (LGBTQIA+) patients is often compromised by physician knowledge deficits, bias, and inadequate training in LGBTQIA+ health. Emergency medicine physicians must be prepared to care for LGBTQIA+ patients, but there is a lack of standardized training in LGBTQIA+ health across emergency medicine residencies. We sought to assess current practices and perform a needs assessment of LGBTQIA+ health teaching across a sample of emergency medicine residencies.Methods: Residents from five geographically diverse emergency medicine residencies in the United States were invited to complete an online Qualtrics survey between April 2024 and June 2024. The survey included questions regarding the scope of LGBTQIA+ health exposure in residency as well as delivery preferences to improve LGBTQIA+ health teaching within residency curricula.Results: One hundred residents across the five programs participated in the survey (37% response rate). Most residents reported some exposure to gender-affirming language practices and LGBTQIA+ health disparities. Topics with the least reported coverage were pediatric considerations, legal considerations, and taking an organ inventory. Overall, participants were more comfortable performing clinical care for sexual minority patients than gender minority patients. Suggestions for improving LGBTQIA+ health education emphasized the necessity of incorporating LGBTQIA+ health into the core curriculum and including LGBTQIA+ community members and patients into curricular design and delivery.Conclusions: The results of this study can guide future educational assessment and curricular development efforts to improve LGBTQIA+ health content delivery during emergency medicine residency training.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"55"},"PeriodicalIF":0.0,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294683","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}

引用次数: 0

Rethinking BMI in Depression: Could It Be Binge Eating or Atypical Depression? 重新思考抑郁症的BMI：可能是暴饮暴食还是非典型抑郁症？

PRiMER (Leawood, Kan.) Pub Date : 2025-09-25 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.164030

Kaleigh Wingate, Elizabeth Ruelke, Rajah Darwish

引用次数: 0

Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum. 异步住院医师课程教学阿片类药物使用障碍。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-12 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.758007

David J Johnson, Julienne K Kirk

{"title":"Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum.","authors":"David J Johnson, Julienne K Kirk","doi":"10.22454/PRiMER.2025.758007","DOIUrl":"10.22454/PRiMER.2025.758007","url":null,"abstract":"Introduction: Opioid use disorder (OUD) remains a critical public health concern, and primary care physicians are essential to its identification and treatment. However, many residency programs lack structured training in evidence-based behavioral and pharmacologic approaches to OUD. This study evaluated the impact of an asynchronous, video-based OUD curriculum on knowledge acquisition among first-year family medicine residents.Methods: We used a quasi-experimental design to assess the feasibility and short-term impact of an OUD curriculum adapted from MedEdPORTAL. Twenty first-year residents completed the curriculum during a 2-week behavioral health rotation and were assessed using a 10-question pretest and a 20-question posttest. A control group of nine third-year residents completed only the posttest. All assessments were administered electronically. Due to anonymous response collection, pre- and posttest scores could not be matched. We used Mann-Whitney U tests to compare posttest scores between groups and pre- versus posttest scores within the intervention group. We also calculated effect sizes.Results: Residents who completed the curriculum demonstrated a significant increase in knowledge from pretest (median=7.0) to posttest (median=17.0), U=345.0, P<.001. A large effect size (r=0.62) indicated a substantial gain in knowledge following the curriculum.Conclusions: An asynchronous OUD curriculum significantly improved resident knowledge and demonstrated comparable posttest performance to a control group of senior residents, suggesting noninferiority to traditional training approaches and supporting the curriculum's potential as a scalable educational model.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"51"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517381/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294767","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}

引用次数: 0

Protocol for the Spring 2025 CERA Program Director Survey. 2025年春季CERA项目主任调查方案。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-11 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.639725

Alexis Reedy-Cooper, Tiffany Ho, Miranda A Moore

{"title":"Protocol for the Spring 2025 CERA Program Director Survey.","authors":"Alexis Reedy-Cooper, Tiffany Ho, Miranda A Moore","doi":"10.22454/PRiMER.2025.639725","DOIUrl":"10.22454/PRiMER.2025.639725","url":null,"abstract":"Introduction: The Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) is a collaboration of family medicine education organizations that supports medical educational survey research. CERA regularly conducts surveys of department chairs, clerkship directors, residency program directors, and other members of academic family medicine organizations. This article describes the methodology and demographic results of the spring 2025 CERA Residency Program Director Survey.Methods: CERA received 18 module proposals in response to its call for submissions. After a competitive peer-review process, five proposals were accepted and included in the spring 2025 CERA Residency Program Director Survey. The survey included questions from these five research teams as well as standard demographic questions. The sample included all family medicine residency program directors identified through the CAFM member database and previous CERA surveys. CERA administered the survey from April 22, 2025 through May 23, 2025.Results: Of 726 eligible program directors, 321 responded, resulting in a 44.2% response rate. The demographics of survey respondents did not significantly differ by gender, race/ethnicity, or self-identification as underrepresented in medicine compared to the sample of potential respondents.Conclusions: This paper describes the methods and generalizability of the spring 2025 CERA Residency Program Director Survey. The demographics between survey respondents and potential respondents were not statistically significantly.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"45"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517388/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294613","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}

引用次数: 0

Doulas Make a Difference: Optimizing Doulas' Education to Improve Perinatal Mental Health Outcomes. 助产师发挥作用：优化助产师教育以改善围产期心理健康结果。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-11 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.390847

Kaleigh Wingate, Manasicha Wongpaiboon, Riann White, Shermeeka Hogans-Mathews

引用次数: 0

Six Steps to Begin a Quality Improvement Collaborative. 开始质量改进协作的六个步骤。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-11 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.397106

John Petrilli, Karo G Ohanian, Randy Xun, Dana Neutze

{"title":"Six Steps to Begin a Quality Improvement Collaborative.","authors":"John Petrilli, Karo G Ohanian, Randy Xun, Dana Neutze","doi":"10.22454/PRiMER.2025.397106","DOIUrl":"10.22454/PRiMER.2025.397106","url":null,"abstract":"Quality improvement collaboratives (QICs) are increasingly used in graduate medical education to enhance clinical outcomes and meet educational objectives. While they offer potential benefits, such as driving systemic change and developing best practices, multi-institutional QI efforts face unique challenges, and no consolidated guidance exists to help faculty navigate them. Drawing on literature and personal experience, we outline six steps to help educators overcome hurdles associated with launching a QIC: (1) choose a goal aligned with organizational priorities; (2) recruit a multidisciplinary team; (3) craft a clear and generalizable aim statement; (4) select preexisting, nationally-recognized metrics; (5) navigate institutional review board requirements; and (6) plan meetings around key milestones. These steps will help medical educators anticipate common hurdles, secure administrative support, and foster effective collaboration across institutions. Personal illustrations accompany each step. By following this framework, educators can more confidently lead QICs to engage learners and improve patient care.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"46"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517386/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294800","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}

引用次数: 0

Empowering the Next Generation: Expanding Access to Research Methods in Family Medicine Education. 赋予下一代权力：扩大家庭医学教育中获得研究方法的机会。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-10 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.687751

Bryce A Ringwald, K Taylor Bosworth

引用次数: 0

Outcomes of a Health Systems Advocacy, Leadership, and Management Curriculum in a Family Medicine Residency Program. 家庭医学住院医师项目中卫生系统倡导、领导和管理课程的结果。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-05 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.217737

Cynthia Nguyen, Jinyoung Ha, Braden M Lopez, Erum Azhar, Paul Kang, Abdul Waheed

{"title":"Outcomes of a Health Systems Advocacy, Leadership, and Management Curriculum in a Family Medicine Residency Program.","authors":"Cynthia Nguyen, Jinyoung Ha, Braden M Lopez, Erum Azhar, Paul Kang, Abdul Waheed","doi":"10.22454/PRiMER.2025.217737","DOIUrl":"10.22454/PRiMER.2025.217737","url":null,"abstract":"Introduction: Healthcare Administration, Leadership, and Management (HALM) offers a broad area of expertise that is key to health care delivery and health services research. The Accreditation Council for Graduate Medical Education (ACGME) established a Review Committee (RC) specific to the HALM fellowship to enhance the agenda further. Some of the core health systems competencies are already common program requirements. Although most residency programs offer a curriculum in health systems to fulfill these requirements, a dearth of data exists on the outcomes of these curricula.Methods: We implemented a HALM curriculum in a family medicine residency program featuring competencies in patient safety, health care quality, care management, and systems of care. This study compares pre-HALM and post-HALM groups by measuring the achievement of the Kirkpatrick Level 2, 3, and 4 outcomes in a quasi-experimental pre- and postdesign. The levels were ranked as a demonstration of interdisciplinary leadership within the program (Kirkpatrick Level 2), demonstration of a significant leadership role outside of the program (Kirkpatrick Level 3), or attainment of a physician leadership role or significant entrepreneurship postgraduation (Kirkpatrick Level 4).Results: The results showed increased achievement of Kirkpatrick Level 2, 3, and 4 outcomes in the post-HALM group compared to the preimplementation of the HALM curriculum. The average number of demonstrated Kirkpatrick Level 4 behaviors, leadership role postgraduation, increased significantly from pre- to postimplementation of the HALM curriculum. This difference was statistically significant with a P value <.05.Conclusions: Overall, implementing the HALM curriculum was associated with an increase in both physician leadership during residency training and after graduation.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"50"},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294686","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}

引用次数: 0

Building a Standardized Subinternship Curriculum: A Strategic Framework for Success. 构建标准化实习课程：成功的战略框架。

PRiMER (Leawood, Kan.) Pub Date : 2025-09-03 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.191392

Tomoko Sairenji, Maria Syl D de la Cruz, Sarah E Stumbar

{"title":"Building a Standardized Subinternship Curriculum: A Strategic Framework for Success.","authors":"Tomoko Sairenji, Maria Syl D de la Cruz, Sarah E Stumbar","doi":"10.22454/PRiMER.2025.191392","DOIUrl":"10.22454/PRiMER.2025.191392","url":null,"abstract":"Developing a national medical education curriculum presents challenges including institutional differences, multiple stakeholders, competing priorities, and varying perspectives on educational best practices. Factors that contribute to successful curriculum design and implementation include a systematic approach, careful planning, intentional collaboration, and active inquiry. Modeled after Kern's 6-Step Approach for Curriculum Development for Medical Education, we authors provide a practical and iterative framework for other medical education leaders to utilize when creating and disseminating large-scale curricula across institutions. We share insight and tips from the experience of developing a national family medicine subinternship curriculum that was based on specialty values and competency-based assessment. We provdie an example of how this framework can be best utilized for development of durable and relevant curriculum that will provide a reliable standardized clinical experience that is also flexible enough to allow individual institutions to customize the rotation to their unique characteristics.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"47"},"PeriodicalIF":0.0,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294645","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}

引用次数: 0

Best Practices for Advising Students for the NRMP Match in Family Medicine. 为家庭医学的NRMP匹配学生提供建议的最佳实践。

PRiMER (Leawood, Kan.) Pub Date : 2025-08-27 eCollection Date: 2025-01-01 DOI: 10.22454/PRiMER.2025.716184

Joel J Heidelbaugh, Carolyn Gilbertson, Jacob Prunuske

{"title":"Best Practices for Advising Students for the NRMP Match in Family Medicine.","authors":"Joel J Heidelbaugh, Carolyn Gilbertson, Jacob Prunuske","doi":"10.22454/PRiMER.2025.716184","DOIUrl":"10.22454/PRiMER.2025.716184","url":null,"abstract":"Faculty career advisors (FCAs) are crucial in guiding medical students toward successful National Resident Matching Program outcomes in family medicine. Our specialty is experiencing an evolving landscape, characterized by an increase in postgraduate year-1 positions, shifts in applicant demographics, rising application numbers, and the recent implementation of program signaling and geographic preference setting. This professional development perspective offers FCAs strategies to navigate these complexities beyond Strolling Through the Match and other related materials. Key areas addressed include defining program fit for individual applicants, determining an optimal range of application numbers, and providing tailored advice for diverse student situations including \"high-performing,\" \"midrange,\" \"at-risk,\" dual-specialty, and couples-matching candidates. We explore current insights on navigating virtual versus in-person interviews, strategically utilizing program signals, and successfully managing the Supplemental Offer and Acceptance Program. Our guidance aims to equip FCAs, students, and key stakeholders with practical, anecdotal, and evidence-informed approaches to support all students applying to family medicine in achieving optimal match results.","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"9 ","pages":"43"},"PeriodicalIF":0.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12517391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145294642","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}

引用次数: 0