PRiMER (Leawood, Kan.)最新文献

{"title":"Application of Group Concept Mapping in Medical and Public Health Education.","authors":"Scott Rosas","doi":"10.22454/PRiMER.2026.559339","DOIUrl":"10.22454/PRiMER.2026.559339","url":null,"abstract":"<p><strong>Introduction: </strong>Group concept mapping (GCM) is a mixed-method participatory research approach that integrates stakeholder input to visually represent complex ideas and issues. Within medical and public health education, GCM has gained traction for its ability to synthesize diverse perspectives and guide decision-making in curriculum development, assessment, and support strategies.</p><p><strong>Methods: </strong>This article details the GCM methodology and synthesizes the literature on its applied use in medical and public health education. Included studies employed GCM's multistep process-idea generation, sorting and rating, data analysis, and stakeholder interpretation-to identify thematic structures and inform educational practices. Studies involved varied participant groups, including students, faculty, health care providers, and community stakeholders, using both online and in-person modalities.</p><p><strong>Results: </strong>Across studies, GCM was used to address curriculum alignment, competency. development, student well-being, mentorship, diversity, and assessment. For instance, GCM revealed educational blind spots, guided development of interdisciplinary competencies, and prioritized public health outcomes. It also identified resilience factors and mentorship qualities critical for student and faculty development. In assessment contexts, GCM structured feedback mechanisms and clarified selection criteria for residency programs. The method consistently provided structured, stakeholder-informed visual maps to inform actionable changes.</p><p><strong>Conclusions: </strong>GCM has proven to be a versatile and effective tool in medical and public health education. Its participatory nature enhances relevance, content validity, and stakeholder engagement, while its structured outputs support curricular reforms, competency development, and equity-driven initiatives. As the educational landscape evolves, GCM offers a valuable methodology for navigating complexity and fostering inclusive, evidence-informed strategies.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012587/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517442","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":"Stop Treating POCUS Like Radiology: Make It Part of the Physical Exam.","authors":"Roy Mortinsen, Gabriel Harris, Jacob Prunuske","doi":"10.22454/PRiMER.2026.416288","DOIUrl":"10.22454/PRiMER.2026.416288","url":null,"abstract":"","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517338","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":"Faculty Perceptions of Individualized Learning Plans in Medical Education.","authors":"Bryce A Ringwald, Jennifer L Middleton, Valerie Niedermier","doi":"10.22454/PRiMER.2026.108285","DOIUrl":"10.22454/PRiMER.2026.108285","url":null,"abstract":"<p><strong>Background and objectives: </strong>Individualized learning plans (ILPs) enable learners to establish and track their personal educational goals, aiding their progression as master adaptive learners. Despite their significance, little research focuses on the content of ILPs. Our study aimed to detail the perceived content and implementation of ILPs within various residency and fellowship specialties across a large multihospital system.</p><p><strong>Methods: </strong>We conducted an observational cross-sectional survey among faculty between July 27 and August 27, 2024. The survey was developed <i>de novo</i> following a thorough literature review and was piloted by experts to ensure its effectiveness. We aimed to evaluate the perceived content and execution of ILPs, with associations explored using descriptive statistics and χ² tests.</p><p><strong>Results: </strong>The survey had a response rate of 49.6% (112/226), with 60.7% (68/112) of respondents having an active role in ILP development and monitoring. Of those involved with ILPs, 60.3% (41/68) of responding faculty belonged to diagnostic specialties and 39.7% (27/68) to procedural specialties. Our analysis found no significant differences in the frequency of ILP reviews among different specialties. Procedural specialties placed a greater emphasis on career planning (<i>P</i>=.02, 5% vs 2%) and scholarly activity (<i>P</i>=.0019, 5% vs 1%), while diagnostic specialties prioritized medical knowledge (<i>P</i>=.0376, 16% vs 21%) and practice-based learning (<i>P</i>=.0021, 0% vs 3%).</p><p><strong>Conclusions: </strong>We identified notable differences in the faculty perceptions of ILP content between procedural and diagnostic specialties. These insights may help guide resource allocation tailored to the specific needs of procedural and diagnostic program faculty.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147516736","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":"Characteristics and Philosophies of Family Physician Leaders: A Qualitative Investigation.","authors":"Sarah E Stumbar, Magdalena Pasarica, Suzanne Minor, Marquita Samuels, Andres L Rodriguez","doi":"10.22454/PRiMER.2026.783608","DOIUrl":"10.22454/PRiMER.2026.783608","url":null,"abstract":"<p><strong>Introduction: </strong>Supported by the Society of Teachers of Family Medicine Special Project Fund, the goal of this hypothesis-generating project was to better understand the characteristics and philosophies of family physicians who hold leadership positions within and beyond the specialty.</p><p><strong>Methods: </strong>From July 2023 to May 2024, we conducted ten 1-hour semistructured interviews and one five-participant focus group with family physician leaders. Each transcript was analyzed by two researchers, who compiled codebooks. All researchers then met and reviewed the codebooks for all interviews, developing agreed-upon themes and subthemes through an iterative process.</p><p><strong>Results: </strong>Our 15 interviewees described their careers in terms of personal influences and professional experiences. Identified career-related influences included personal traits, resources, identity, upbringing, and experiences. Interviewees agreed that family medicine training supported leadership preparation through the development of numerous competencies. Participants identified with multiple defined leadership philosophies, all of which reflected a resonant style.</p><p><strong>Conclusions: </strong>Our findings suggest that no singular characteristics or philosophies are held by all family physician leaders. Identified themes center on collaborative, team-based leadership, which requires strong communication skills and relatability. Many identified themes converged on personal and professional development, as well as support, as essential to leadership growth.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"9"},"PeriodicalIF":0.0,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012578/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147516649","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":"Voter Engagement in a Family Medicine Residency Clinic.","authors":"Steven R Brown, Kari Stauss, Satyam Patel, Ciara Voy, Shreya Dubey, Signe Langsetmo, Freya Spielberg","doi":"10.22454/PRiMER.2026.813123","DOIUrl":"10.22454/PRiMER.2026.813123","url":null,"abstract":"","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012582/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517288","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":"Geography Is Not Destiny: A Bayesian Reassurance for Future Rural Physicians.","authors":"Carlos Acosta-Batista","doi":"10.22454/PRiMER.2026.588711","DOIUrl":"10.22454/PRiMER.2026.588711","url":null,"abstract":"","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012579/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517087","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":"Methodology and Past Topics for the 2025 CERA Department Chair Survey.","authors":"Tiffany Ho, Bryce A Ringwald, Paul Walker, Heather L Paladine, Ray Biggs, Miranda A Moore","doi":"10.22454/PRiMER.2026.578247","DOIUrl":"10.22454/PRiMER.2026.578247","url":null,"abstract":"<p><strong>Introduction: </strong>The Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) provides infrastructure and a streamlined process for multi-institutional educational research surveys within academic family medicine. This report outlines the methodology of the 2025 CERA Department Chair Survey, compares the demographics between actual and potential department chair survey respondents, and provides a summary of previous survey topics.</p><p><strong>Methods: </strong>CERA issued a call for survey proposals from March 24, 2025 to May 4, 2025. Four proposals were accepted and questions were reviewed by five former department chairs. The omnibus survey combined the proposed question modules with standardized recurring demographic measures. We defined the sampling frame as all family medicine department chairs in the United States and Canada of Liaison Committee on Medical Education (LCME)-accredited medical schools as identified from CAFM member databases and prior CERA survey responses. The survey was conducted through SurveyMonkey from August 5, 2025 through September 15, 2025. We used Fisher's exact tests to compare demographics potential and actual survey respondents.</p><p><strong>Results: </strong>Of 210 eligible department chairs, 97 received and completed the survey, yielding a 45.7% response rate. Comparison of potential and actual survey respondent demographics showed no statistically significant differences by race/ethnicity, gender, age, or geographic location.</p><p><strong>Conclusions: </strong>The 2025 CERA Department Chair Survey achieved an acceptable response rate, and sample respondents were representative of the potential population. The methods described can inform future multi-institutional educational surveys seeking engaged participation and representative samples.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012577/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517174","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":"Implementation of Competency-Based Medical Education in a Family Medicine Residency.","authors":"Hiten Patel, Lydia Karlsson, Kirsten Casey, Bethany Panchal","doi":"10.22454/PRiMER.2026.776687","DOIUrl":"10.22454/PRiMER.2026.776687","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based medical education (CBME) provides a paradigm shift in graduate medical education focusing on predefined competencies rather than time. This approach emphasizes frequent assessment along with resident-driven learning plans to promote continuous growth. We assessed how implementation of CBME was perceived by residents, affected resident knowledge, and impacted assessment data.</p><p><strong>Methods: </strong>This was a single-institution, observational study conducted from July 2024 to June 2025. The curricular change included using a direct observation evaluation form, creation of individualized learning plans, and training faculty to be coaches. Perception of CBME implementation was evaluated through a survey sent to all residents. Pre- and postexposure data were collected on in-training exam scores, milestone subcompetency scores, and total evaluations completed. We used descriptive statistics and a one-sided Welch's <i>t</i> test for analysis.</p><p><strong>Results: </strong>Resident survey data showed residents agreed that implementing CBME, direct observations evaluations, and coaching were positive changes. Accreditation Council for Graduate Medical Education survey data showed an increase in satisfaction with faculty feedback from 3.7/5.0 to 4.0/5.0 postexposure. In-Training Examination scores increased after the exposure across all postgraduate years (<i>P</i><.00005). The number of total evaluations increased from 646 pre-exposure to 1,173 postexposure. Milestone subcompetency scores did not increase postexposure.</p><p><strong>Conclusion: </strong>Residents found implementation of CBME within a family medicine residency program to be generally positive. There was a dramatic increase in the number of evaluations completed and satisfaction with faculty feedback. Elements of CBME can be successfully implemented and improve evaluation processes used in family medicine residencies.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517256","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":"Association of Department Chair Allyship With Scholarly Productivity of Underrepresented in Family Medicine Faculty: A CERA Study.","authors":"Amanda Kost, Hibaq Ismail, Amy L Lee, Andrea L Wendling, Robin Christian, Cesar A Gonzalez, Jay-Sheree Allen Akambase, Angela Adger Antonikowski","doi":"10.22454/PRiMER.2026.714902","DOIUrl":"10.22454/PRiMER.2026.714902","url":null,"abstract":"<p><strong>Introduction: </strong>Underrepresented in family medicine (URiFM) physicians hold 14.42% of US family medicine faculty positions. Scholarship is critical to academic advancement. We explored family medicine department chairs' racial allyship, their identification of scholarship barriers faced by URiFM faculty, and the existence of initiatives to increase scholarship.</p><p><strong>Methods: </strong>We used the 2022 Council of Academic Family Medicine Educational Research Alliance (CERA) Department Chair survey to examine the percentage of chair-perceived URiFM departmental faculty members and their scholarly productivity and chair-perceived barriers to productivity and initiatives. We measured chairs' racial allyship. We calculated descriptive statistics, weighted means, and used regression to identify whether chair characteristics or allyship scores were associated with support of URiFM faculty scholarship initiatives and identification of the minority tax.</p><p><strong>Results: </strong>One hundred nine chairs completed the survey (response rate 48.4%); 13.76% identified as URiFM; 6.4% reported they perceived more than 50% of their faculty were URiFM; 90.8% of chairs did not report programs supporting URiFM scholarship; and 44.9% described URiFM faculty scholarly output as minimal or none. Department chairs' mean allyship score was 2.59 (SD = 0.80) out of 5. Chairs ranked lack of research skills and lack of funding for protected time higher than the minority tax from a list of scholarship barriers. We found no association between chair allyship scores, chair characteristics, total department full-time equivalents, and the existence of a URiFM faculty scholarly support program.</p><p><strong>Discussion: </strong>Despite chairs reporting low URiFM faculty scholarly output, few departments have a dedicated support program. Chair allyship scores were not associated with identification of scholarship barriers or existence of scholarship programs.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012586/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517465","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":"Interrater Reliability of a Suture Assessment Tool in Family Medicine Training.","authors":"Khyati Patel, Carmen Dargel, Ricky A Aguayo-Ortega, Christopher L Boswell, Stephen K Stacey","doi":"10.22454/PRiMER.2026.615323","DOIUrl":"10.22454/PRiMER.2026.615323","url":null,"abstract":"<p><strong>Introduction: </strong>Procedural competence is essential to clinical practice, yet assessment of technical skills such as suturing remains highly variable and often relies on subjective evaluations. While tools with limited validity evidence exist in surgical specialties, their use in family medicine is limited. This study evaluated the interrater reliability of a suture assessment tool developed by Sundhagen et al when used by family medicine faculty to evaluate the simple interrupted suturing skills of family medicine residents.</p><p><strong>Methods: </strong>In this cross-sectional reliability study, 15 core faculty members from four family medicine residency programs were recruited to evaluate the simple interrupted suturing skills of 20 family medicine residents using a modified suture assessment tool developed by Sundhagen et al. Intraclass correlation coefficients were used to evaluate interrater reliability. Light's κ was calculated for each question.</p><p><strong>Results: </strong>A total of 15 evaluators assessed 20 videos of resident suturing performance. The Light's κ estimates ranged from 0.11 to 0.50, indicating slight to moderate agreement. None of the items reached the threshold for substantial agreement (κ≥0.61).</p><p><strong>Conclusions: </strong>The modified Sundhagen suture assessment tool demonstrated fair to moderate reliability when used to evaluate family medicine residents. While the level of agreement limits the tool's effectiveness for standardized summative assessment, the tool may still offer value as a structured framework for formative feedback. Future studies may improve reliability through refined rater training, behaviorally anchored scoring criteria, and the use of visual exemplars.</p>","PeriodicalId":74494,"journal":{"name":"PRiMER (Leawood, Kan.)","volume":"10 ","pages":"2"},"PeriodicalIF":0.0,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13012584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517224","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}