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Hjelm Ralston posted an update 2 months ago
PURPOSE To determine the outcomes of the Association of American Medical Colleges (AAMC) Council of Deans (COD) Fellowship Program with respect to participants’ achieving the goals of becoming a medical school dean and developing leadership skills, and to ascertain fellows’ views about the program’s value, beneficial aspects, and areas for improvement. METHOD The 37 COD fellows from 2002-2016 were invited to participate in a 2017 survey addressing demographics, training, current leadership position, and value of the program. The survey also included 3 open-ended questions. A 2018 web-based search was conducted to determine fellows’ senior leadership roles since their program participation. RESULTS The survey response rate was 73% (27/37). The majority of respondents were male (82%; 22), aged 51-70 (89%; 25), and white (82%; 22). The top 5 medical specialties reported were internal medicine, pediatrics, anesthesiology, psychiatry, and surgery. Most respondents (63%; 17) reported having a graduate degree. All rPURPOSE Family medicine residency programs can be cited for low pass or take rates on the American Board of Family Medicine (ABFM) certification examination, and the relationships among standardized medical education assessments and performance on board certification examinations and eventual board certification have not been comprehensively studied. The objective of this study was to evaluate the associations of all required standardized examinations in medical education with ABFM certification examination scores and eventual ABFM certification. METHOD All graduates of U.S. allopathic family medicine residency programs from 2008 to 2012 were included. Data on ABFM certification examination score, ABFM certification status (as of December 31, 2014), Medical College Admission Test (MCAT) section scores, undergraduate grade point average, all United States Medical Licensing Examination (USMLE) Step scores, and all ABFM in-training examination (ITE) scores were linked. Nested logistic and linear regression modelultimate board certification.PROBLEM Entrustable professional activities (EPAs) can be used to operationalize competency-based medical education. Mobile apps can efficiently capture feedback based on direct observation. To leverage the benefits of both, the authors developed an assessment tool that combines EPAs with mobile technology. APPROACH The authors designed an app to collect EPA data based on direct observation using human-technology interface guidelines. Data collected in the app included name of resident, the 13 end-of-training EPAs for psychiatry, entrustment ratings, and corrective narrative feedback. The app was implemented in an outpatient continuity clinic for second-year psychiatry residents over a 10-month period between September 2017 and June 2018. Ten faculty-resident dyads piloted the app. To assess the feasibility, utility, and validity of this intervention, the authors examined 3 outcomes (1) utilization (mean time to complete each assessment; percentage of dyads who completed 10 assessments); (2) quality of the comments (proportion of comments that were behaviorally specific and actionable); and (3) correlation between entrustment level and resident experience (defined as days elapsed since the beginning of the experience). OUTCOMES A total of 99 assessments were completed during the pilot. Mean time to complete an assessment was 76 seconds (standard deviation = 50 seconds, median = 67 seconds). Only 6 of the 10 dyads completed at least 10 assessments. Of all comments, 95% (94) were behaviorally specific and actionable and 91% (90) were corrective. Entrustment scores correlated moderately with resident experience (r = 0.43, P less then .001). NEXT STEPS The authors’ EPA mobile app was efficient, generated high-quality feedback, and produced entrustment scores that improved as the residents gained experience. Empagliflozin solubility dmso Challenges included uneven adoption. Looking forward, the authors plan to examine the enablers and barriers to adoption from an implementation science perspective.Calls for improvement and reform in graduate medical education (GME) have led to more detail in educational and curricular guidelines. The current level of detail in curriculum guidelines for GME training programs is high, encompassing, for example, competency frameworks, entrustable professional activities, and milestones. In addition, faculty must employ an increasing number of assessment tools and elaborate portfolio systems for their residents. It is questionable whether any further increase in curriculum detail and assessment formats leads to better GME programs. Focusing on this type of system development may even lead to less engaged faculty if faculty are not encouraged to use their own professional judgement and creativity for teaching residents. Therefore, faculty members must be empowered to engage curricular innovation, since system development alone will not result in better training programs. Raising faculty members’ awareness of their virtues and value as teachers and involving them in the debate about how GME can be enhanced might increase their engagement in resident training.PURPOSE The aim of this scoping review is to understand the motivations for the creation of global medical curricula, summarize methods that have been used to create these curricula, and understand the perceived premises for the creation of these curricula. METHOD In 2018, the authors used a comprehensive search strategy to identify papers on existing efforts to create global medical curricula published from 1998 to March 29, 2018, in the following databases MEDLINE; MEDLINE Epub Ahead of Print, In-Process, and Other Non-Indexed Citations; Embase; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; PsycINFO; CINAHL; ERIC; Scopus; African Index Medicus; and LILACS. There were no language restrictions. Two independent researchers applied the inclusion and exclusion criteria. Demographic data were abstracted from publications and summarized. The stated purposes, methods used for the development, stated motivations, and reported challenges of curricula were coded. RESULTS Of the 18,684 publications initially identified, 137 met inclusion criteria.