WMJ : official publication of the State Medical Society of Wisconsin最新文献

{"title":"Framing Primary Care Clinicians' Experiences Managing Behavioral and Psychological Symptoms of Dementia: Insights From an Educational Intervention.","authors":"Tammi Albrecht, Tamara J LeCaire, Molly Schroeder, Jonathan Stone, Uriel Paniagua, Sylvia Peng, Jennifer Landeta Vidal, Stephanie Houston, Sarina Schrager, Cynthia M Carlsson, Art Walaszek","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>Approximately 90% of persons with dementia experience behavioral and psychological symptoms of dementia (BPSD). Primary care clinicians often are the main health care professionals managing the care of persons with dementia who exhibit BPSD, yet many lack training and resources needed for management. DETAILD (Dementia Educational Techniques: Academic detaILing and DICE) is an educational intervention designed to enhance clinicians' knowledge, confidence, and implementation of evidence-based practices for recognizing and managing BPSD.</p><p><strong>Objectives: </strong>This study aimed to identify clinician-level factors that influence the reach, adoption, implementation, and effectiveness of the DETAILD intervention in supporting primary care clinicians in managing BPSD.</p><p><strong>Methods: </strong>Semistructured qualitative interviews were conducted with 14 clinicians. A framework-guided analysis was used to identify knowledge and practice gaps in BPSD management and factors that affect engagement with the DETAILD program.</p><p><strong>Results: </strong>Clinicians identified gaps in knowledge and self-efficacy related to recognizing and managing BPSD, particularly in applying nonpharmacologic strategies and care planning. Eleven themes emerged that influenced DETAILD's reach, adoption, implementation, and effectiveness, including the need for personalized care approaches, team-wide buy-in, applied learning methods, and training logistics. Clinicians emphasized the benefits of case-based learning and the need for flexible formats and foundational knowledge.</p><p><strong>Conclusions: </strong>Findings highlight significant gaps in knowledge, confidence, and resources related to BPSD management among primary care clinicians. Identified barriers and facilitators informed adaptations to the DETAILD intervention aimed at enhancing clinician engagement, supporting practice change, and ultimately improving dementia care within primary care settings.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"210-216"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694060","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}

{"title":"Gender and Racial Differences in Thematic Content of Personal Statements of Family Medicine Residency Applicants.","authors":"Milap Dubal","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>The subjective nature of medical student personal statements creates potential for bias during residency recruitment. This research examines how thematic content differs by applicant race and gender.</p><p><strong>Methods: </strong>A textual analysis of personal statements submitted by applicants to a family medicine residency program was conducted using linguistic analysis software to evaluate the associations between demographic characteristics and thematic content.</p><p><strong>Results: </strong>A total of 487 personal statements were analyzed. Identified themes included \"My Achievements,\" \"My Clinical Vignettes,\" \"My Life,\" \"My Traits and Values,\" \"My Residency Program Fit,\" \"My Future Practice,\" and \"My Goals as a Doctor.\" Themes of \"My Achievements\" and \"My Clinical Vignettes\" were overrepresented in statements from female applicants (χ2 = 9, P < .01; χ2 = 12, P < .01, respectively). \"My Life\" was overrepresented in statements from male applicants (χ2 = 5, P < .01). \"My Residency Fit\" was overrepresented among White applicants (χ2 = 7, P  .01), and \"My Achievements\" was overrepresented among applicants identified as underrepresented in medicine (χ2 = 20, P < .01).</p><p><strong>Conclusions: </strong>WARM graduates are substantially more likely than non-WARM graduates to practice in rural Wisconsin, regardless of specialty. Immersive rural experiences, particularly interaction with rural physicians and staff, appear critical in preparing students for rural practice. These findings highlight the effectiveness of rural-focused medical education in addressing physician shortages and improving access to care in underserved communities.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"146-151"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694088","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}

{"title":"Identifying Faculty Development Needs of Basic Science and Clinical Faculty in Preparation for Curriculum Change.","authors":"Caitlin Hoffman, Lana M Minshew, Abdalrahman Ahmed, Karen Marcdante","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>Curriculum design is an iterative process that medical schools undertake to assess, adapt, and improve existing curricula. Need assessments are a foundational component in this process because they help identify concerns requiring attention. However, needs assessments historically have focused on students, with minimal emphasis on faculty needs. During our institution's curricular design process, faculty participated in listening sessions that identified their concerns.</p><p><strong>Methods: </strong>Participants were recruited to participate in semistructured interviews via Zoom. Inductive and deductive processes were used to identify key thematic codes based on interview responses. Codes were then stratified to identify representative quotations within each theme.</p><p><strong>Results: </strong>Twenty-four faculty members participated - 8 basic science faculty and 16 clinical faculty. Most expressed excitement about the potential of the new curriculum but also shared concerns about implementation. Time was the most significant concern, with faculty citing current workloads as a primary challenge. Uncertainty regarding roles and the implementation timeline was another concern. Other frequently discussed themes included clinical reasoning, critical thinking skills, facilitator availability, and experience with new teaching techniques.</p><p><strong>Conclusions: </strong>Semistructured interviews were effective for identifying faculty concerns that can inform future faculty development programs. Not surprisingly, concerns about time - particularly time for required faculty development - and uncertainty about roles were most prominent. These findings enabled the curricular leadership team to prioritize the development of efficient and targeted faculty development programs.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"194-200"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694351","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}

{"title":"Incentives and Barriers for Early Career Faculty Participation in Medical Student Education: Perceptions of Clinical Faculty From a Midwestern Public Medical School.","authors":"Aurora Resop, Anne Stahr, Elizabeth M Petty","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>Physician faculty play key roles as medical student educators, often opting into these roles early in their careers. The incentives and barriers for early career faculty participation in medical student education have not been well elucidated.</p><p><strong>Objectives: </strong>This quality improvement project examined the incentives and barriers perceived by early career faculty in 2 large clinical departments (Medicine and Surgery) at the University of Wisconsin School of Medicine and Public Health (UWSMPH) and identified potential improvements to support participation and satisfaction in medical student education.</p><p><strong>Methods: </strong>We conducted a qualitative quality improvement project using semistructured interviews with 22 early career faculty from the Department of Medicine and the Department of Surgery at UWSPMH during June and July 2023. Interviews were analyzed using inductive thematic analysis.</p><p><strong>Results: </strong>Among 22 early career faculty interviewed (11 from Medicine, 11 from Surgery), the top incentives for participation included personal fulfillment (72% Medicine, 81% Surgery) and promotion (45% Medicine, 36% Surgery). The main disincentive for both groups was lack of time (81%). Suggested improvements included increased protected time, financial incentives, enhanced faculty development, and clearer communication of teaching opportunities.</p><p><strong>Conclusions: </strong>Participants from both departments agreed that key incentives for participation in medical student education include personal fulfillment and a clear path to promotion, whereas time constraints remain the major disincentive. Potential solutions include increased protected time and more organized communication of teaching opportunities.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"188-193"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694401","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}

{"title":"ChatClinic in Pharmacy Education: AI-Simulated Renal Cases for Enhanced Clinical Learning.","authors":"Nathan Wolfrath, Nathaniel B Verhagen, Shefali N Bhatt, Eric Elftmann, Caleb Tomlin, Kaitlyn Nimmer, Anastasia Boutris, Zachary Pape, Rachel Kavanaugh, Anai N Kothari, Bonnie LaTourette","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI)-driven simulations can address limitations of traditional standardized patient programs in health care education.</p><p><strong>Methods: </strong>We integrated ChatClinic, a large language model-based virtual patient platform, into a renal workshop for second-year pharmacy students. Students engaged in simulated clinical cases and completed surveys, and their interactions were analyzed for diagnostic accuracy and use patterns.</p><p><strong>Results: </strong>Students completed 4 virtual patient encounters related to renal pathology. Of 39 students, 19 completed surveys, and all strongly agreed the tool enhanced their understanding and application of workshop content. In 82 analyzed interactions, 75.61% resulted in correct diagnoses. Common student actions included ordering laboratory tests and taking medical histories.</p><p><strong>Discussion: </strong>Students found ChatClinic valuable and easy to use. Initial findings support AI simulations as effective, scalable additions to health education.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"75-78"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694676","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}

{"title":"'The Play's the Thing' Among Other Innovations: The Establishment of the Medical College of Wisconsin's Medical Humanities Program and Its Incorporation of Medical Humanities Into Medical Education.","authors":"Arthur R Derse","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Leading organizations have recognized that medical schools need greater incorporation of the medical humanities to educate physicians. The Medical College of Wisconsin's (MCW) Medical Humanities Program, established in 2006, is dedicated to professionalism, communication, empathy, and reflection.</p><p><strong>Objectives: </strong>This article describes the establishment of MCW's Medical Humanities Program and its incorporation of medical humanities into medical education.</p><p><strong>Methods: </strong>Medical humanities are defined, with examples provided, and the history of their development at the MCW and their incorporation into the curriculum over 2 decades is chronicled.</p><p><strong>Results: </strong>Medical humanities have been successfully incorporated into the curriculum, including 2 courses offered for more than 2 decades and 2 additional courses incorporated for more than 7 years. Longstanding extracurricular offerings further strengthen the medical humanities academic environment.</p><p><strong>Conclusions: </strong>MCW's Medical Humanities Program - through its incorporated courses and extracurricular offerings -has established medical humanities as a pillar of the medical school curriculum and, after 2 decades, continues to flourish.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"174-179"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694680","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}

{"title":"Perspectives of Clinical Genetics in Wisconsin: A Qualitative Analysis to Enhance Awareness About the Specialty and Guide Improvement.","authors":"Isabella A Sorci, Nathan J Siewert, Elizabeth M Petty","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Introduction: </strong>Genomic advances have launched medicine into a new frontier of preventive and personalized care, driving increased demand for services amid a recognized provider shortage. We aimed to highlight perspectives of clinical geneticists to support growth and sustain genetics care for patients in Wisconsin in the face of rising demand.</p><p><strong>Methods: </strong>A literature review informed the development of interview questions for appreciative inquiry-guided interviews. University of Wisconsin-affiliated geneticists were interviewed in the summer of 2024 about their experiences and insights. Transcripts were analyzed using an open inductive process, and hierarchical qualitative analyses were conducted to identify themes and opportunities to increase interest in genetics as a career.</p><p><strong>Results: </strong>Regarding their profession, 92% of respondents identified \"problem-solving\" as a favorite aspect, highlighted the benefits of interprofessional collaboration, and identified diagnostic improvements as the most notable change over their careers. Regarding the future of genetics, 75% expressed excitement about improving treatments, anticipated a shift in their roles from diagnostics to management, and encouraged trainees across health professions to engage in genomic medicine learning opportunities.</p><p><strong>Conclusions: </strong>Clinical geneticists expressed strong enthusiasm for their careers, noting problem-solving, continuity of care, and patient diversity as key highlights. Their roles provide opportunities to lead interdisciplinary teams, collaborate across specialties, and engage in lifelong learning. Their experiences offer insight into future diagnostic and treatment advances, which will require innovative care delivery approaches, including greater delegation and expanded training for the broader health care workforce. These perspectives may help foster interest in clinical genetics among health care trainees.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 3","pages":"359-365"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148804076","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}

{"title":"What AI Cannot Do: Why Human Presence Will Always Matter in Medicine.","authors":"Apurva Popat, Fahad Aziz, Apurva Popat","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 3","pages":"334-335"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148804163","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}

{"title":"Erratum.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This corrects the article PMID: 41499615.</p>","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 2","pages":"238"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148207288","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}

{"title":"When AI Scribes Join the Team: The Effects of Ambient and Generative Documentation in the Clinical Learning Environment.","authors":"McKenna Knych, Thaddeus Schmitt, Michael Sobin, Alisa Hayes","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":94268,"journal":{"name":"WMJ : official publication of the State Medical Society of Wisconsin","volume":"125 1","pages":"111-112"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147694683","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}