WMJ : official publication of the State Medical Society of Wisconsin最新文献_第2页

Health Professional School Enrollment Following Participation in the Rural and Urban Community Health Scholars Pathway Program (RUSCH). 农村和城市社区卫生学者途径计划（RUSCH）参与后的卫生专业学校入学率。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Yer Lee, Keegan J Reilly, Ryan E Tsuchida, Vera K Tsenkova, Elizabeth Bush, Matthew C Walsh, Elizabeth M Petty

{"title":"Health Professional School Enrollment Following Participation in the Rural and Urban Community Health Scholars Pathway Program (RUSCH).","authors":"Yer Lee, Keegan J Reilly, Ryan E Tsuchida, Vera K Tsenkova, Elizabeth Bush, Matthew C Walsh, Elizabeth M Petty","doi":"","DOIUrl":"","url":null,"abstract":"Background: The University of Wisconsin's Rural and Urban Community Health Scholars (RUSCH) pathway program was developed to prepare undergraduate students interested in addressing health disparities in Wisconsin for successful medical school matriculation.Methods: Post-completion enrollment outcomes and demographics of participants who completed RUSCH from 2010 through 2024 were analyzed to assess medical school and health professions school matriculation, with associations evaluated using chi-square tests.Results: Seventy-four percent of participants enrolled in a health professions degree program, with 49% enrolling in medical school, most at institutions within Wisconsin. Men were more likely than women, and non-Hispanic participants were more likely than Hispanic participants, to enroll in medical school following RUSCH completion.Discussion: RUSCH participation was associated with success in pursuing a health profession degree; however, demographic differences in enrollment outcomes need to be addressed.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"162-166"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Evolution of Medical Education Into a Robust Academic Discipline. 医学教育发展成为一门强大的学科。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Corlin Jewell, Alisa Hayes

引用次数: 0

Wisconsin Statewide General Surgery Residency Mock Oral Virtual Examinations. 威斯康辛州普外科住院医师模拟口腔虚拟考试。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Jacqueline J Blank, Joshua C Dilday

引用次数: 0

An Initial Evaluation of a Peer Mentorship Program in a Medical School Clinician Educator Scholarly Concentration. 医学院临床医师、教育工作者学术集中同伴指导计划的初步评价。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Zack Gratz, Chase Caswell, Alexa Kambol, Quinn Anderson, Amanda Jentsch, Nawara Abufares, Sean Mackman, Kelsey Ryan

{"title":"An Initial Evaluation of a Peer Mentorship Program in a Medical School Clinician Educator Scholarly Concentration.","authors":"Zack Gratz, Chase Caswell, Alexa Kambol, Quinn Anderson, Amanda Jentsch, Nawara Abufares, Sean Mackman, Kelsey Ryan","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Traditional faculty mentorship in medical education is limited by availability and specificity of advice. Peer mentorship may complement this model by supporting mentees' transition into medical school while promoting mentors' teaching and leadership skills. We implemented a peer mentorship program within an experiential learning course at a private Midwestern medical school to enhance students' understanding of core course components.Methods: First-year mentees were randomly assigned second- and third-year mentors. Six required sessions were embedded into course meetings across the academic year. A pre-implementation survey (pre-1, N = 65) and 2 post-surveys at the end of each semester (post-1, N = 31; post-2, N = 11) assessed students' understanding of course components and perceptions of the program. Survey outcomes were compiled as a total understanding score (TUS).Results: Comparing pre-1 to post-1 and post-2, understanding (P = .0026; P = .001, respectively) and development (P = .0037; P = .0019, respectively) of course competencies improved significantly. Scholarly project understanding and TUS improved significantly from pre-1 to post-1 (P = .0001; P = .0005, respectively) but not from pre-1 to post-2 (P = .0739; P = .0665, respectively). Understanding and development of individualized learning plans did not significantly improve across either interval. Consistent mentor groupings and integration into required sessions were rated most favorably among design components.Conclusions: Participation positively affected students' self-assessed success in competency-based learning. Structured peer mentorship embedded in existing curricula may address limitations of hierarchical models by providing scalable support for students in longitudinal medical education settings.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"42-47"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of Academic Hospitalists Regarding Rounding Methods. 院系医师对舍入方法的看法。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Chidinma O Ikonte, Mohamed T Abdelrahim, Akorfa Adobor, Philisha Mesidor, Nhung H Tran, Sanjay Bhandari, Pinky Jha

引用次数: 0

Portrayal of Medical Students in Artificial Intelligence- Generated Images. 医学生在人工智能生成图像中的写照。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Molinna Bui, Paul H Yi, Ifeanyichukwu Onuh, Ian Kuckelman, Andrew B Ross

{"title":"Portrayal of Medical Students in Artificial Intelligence- Generated Images.","authors":"Molinna Bui, Paul H Yi, Ifeanyichukwu Onuh, Ian Kuckelman, Andrew B Ross","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: The adoption of artificial intelligence (AI) in image generation raises concerns about potential bias, as these technologies may not accurately reflect the populations represented in the images they create. This study examined whether AI-generated images of medical students accurately represent the diversity of the current US medical student population.Methods: Using the DALL-E (Open AI) image-generation algorithm, we created 300 images with the text prompt \"medical student.\" Two researchers independently analyzed images for demographic indicators, including perceived sex, race/ethnicity, age group, setting, and attire. Descriptive statistics summarized the data, and subgroup analyses assessed differences in portrayals by sex and race/ethnicity. Demographic proportions in the virtual cohort were graphically compared with Association of American Medical Colleges enrollment data.Results: Of the 300 generated images, 227 (76%) were females and 223 (74%) were White, indicating overrepresentation compared with actual medical school demographics. Black and Latino/Hispanic students were more commonly depicted in scrubs compared to White students, who were often portrayed in white coats or collared shirts (P = .002). No images represented Native American/Alaskan Native or Native Hawaiian/Pacific Islander students.Conclusions: AI-generated images of medical students demonstrated significant demographic disparities, indicating potential bias in these technologies. Such biased portrayals may perpetuate stereotypes and hinder diversity efforts. Future research should identify and address these biases to promote more equitable and inclusive applications of AI tools.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"158-161"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ACGME Mandated Scholarship: Process and Product - A Proposed Process to Maximize Trainee Experience. ACGME授权奖学金：过程和产品-一个建议的过程，以最大限度地提高学员的经验。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Amanda M Jentsch, Alexandra C Istl, Tammy L Kindel, Jacob R Peschman

引用次数: 0

Are You My Mentor? Pediatric Residents' Conceptualization of Mentoring and Mentoring Relationships. 你是我的导师吗？儿科住院医师师徒观念与师徒关系。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Rory Bade, Daniel Sklansky, Megan Moreno, Jesse Boyet Anderson

{"title":"Are You My Mentor? Pediatric Residents' Conceptualization of Mentoring and Mentoring Relationships.","authors":"Rory Bade, Daniel Sklansky, Megan Moreno, Jesse Boyet Anderson","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Mentorship involves a multidimensional relationship between junior and senior professionals and is integral to professional development. Pediatric residents are required by the Accreditation Council for Graduate Medical Education to identify at least 1 mentor. However, it remains unclear how residents conceptualize and use mentorship. This study sought to understand how pediatric residents identify and value mentorship and to assess a workshop designed to empower residents to develop mentoring relationships.Methods: Pediatric residents were surveyed regarding their experiences with and perceptions of mentoring. An interactive workshop was designed to facilitate the identification and utilization of mentors in professional development for pediatric residents. Preworkshop and 8-month postworkshop surveys assessed resident professional growth priorities, sources of mentorship, other advisors, satisfaction with mentorship, and confidence in cultivating mentor-mentee relationships.Results: Twenty-nine residents completed the preworkshop survey. Residents identified clinical skills, career development, work-life balance, leadership, and research as their top priorities for growth. Nearly all residents (97%) identified advisors, though only 65% reported having a mentor. Nine residents completed the postworkshop survey. Residents reported increased confidence in initiating mentoring relationships and mentoring junior trainees following the workshop.Conclusions: Pediatric residents identified numerous areas of personal and professional growth amenable to mentoring. While nearly all residents identified advisors, many were unable to identify a mentor, suggesting a discordance between residents' conceptualization and actualization of mentorship. Resident responses suggest that a brief workshop intervention may durably increase resident confidence in initiating mentoring relationships.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"125-129"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilization of a Resident-as-Educator Model in Pathology: Unique Challenges, Opportunities, and Recommendations. 病理学中住院医生作为教育者模式的应用：独特的挑战、机遇和建议。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Alex P Tannenbaum, Mary Adenhamm, Matthew R Contreras, Erin G Brooks

引用次数: 0

Transformative Impact: Advancing Resident Competence and Confidence in Gender-Affirming Care Through a Multimodal Transgender Health Curriculum. 变革性影响：通过多模式跨性别健康课程提高住院医师在性别确认护理方面的能力和信心。

WMJ : official publication of the State Medical Society of Wisconsin Pub Date : 2026-01-01

Abbey Knickerbocker, Nathan R Jones, Kristina Kaljo, Laura Hanks

{"title":"Transformative Impact: Advancing Resident Competence and Confidence in Gender-Affirming Care Through a Multimodal Transgender Health Curriculum.","authors":"Abbey Knickerbocker, Nathan R Jones, Kristina Kaljo, Laura Hanks","doi":"","DOIUrl":"","url":null,"abstract":"Introduction: Transgender and gender-diverse individuals face well-documented health disparities, often due to limited provider knowledge and training. There is a growing body of evidence that emphasizes the importance of integrating transgender health content into medical education.Objective: We sought to evaluate the impact of a longitudinal multimodal educational intervention on obstetrics and gynecology residents' knowledge, confidence, and comfort in providing gender-affirming care.Methods: An educational transgender and gender-diverse curriculum incorporating didactics, clinical experiences, and surgical exposure was implemented within the obstetrics and gynecology residency program at a single academic medical center over 1 year. Residents (n=20) completed matched pre- and post-intervention surveys assessing self-reported knowledge, confidence, and comfort. Open-ended survey responses were analyzed using conventional content analysis.Results: Residents demonstrated substantial improvements across multiple domains of transgender and gender-diverse care, including understanding of transgender care, confidence in counseling for gender-affirming surgery, comfort with hormone therapy management, and comfort describing hormone effects. Qualitative analysis identified themes of enhanced clinical awareness, shifts in professional identity through transformative learning, and awareness of systemic barriers that may impact provision of care.Conclusions: A structured, longitudinal multimodal educational intervention significantly improved obstetrics and gynecology residents' preparedness to provide gender-affirming care. These findings support the integration of a formal transgender and gender-diverse health education curriculum into graduate medical education to enhance clinical competency and promote equitable health care.","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"152-157"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0