New online-first articles are available from Academic Medicine! In one study, the authors challenge the validity of the U.S. News and World Report primary care medical school rankings. The authors of the accompanying commentary advocate that institution leaders need data other than these rankings to guide their decision making. Additional published ahead-of-print articles, which will appear in the August issue, address rural training, competency-based medical education, health care fraud, and other important topics. Keep reading below for more details.
You also can access content from the July issue, including From the Editor, Commentaries, and the AM Last Page.
From Rankings to Mission
Drs. Darell G. Kirch and John E. Prescott comment on the poor representation of our unique U.S. medical schools by overly subjective rankings. They argue that academic leaders need data that are more objective to guide institutional development.
From Flexner to Competencies: Reflections on a Decade and the Journey Ahead
Carraccio and colleagues discuss the forces that have influenced the movement for competency-based medical education and fostered its widespread adoption in the United States, primarily in graduate medical education.
Medical Education and Cognitive Continuum Theory: An Alternative Perspective on Medical Problem Solving and Clinical Reasoning
Instead of a two-system model of understanding clinical decision making, which attributes decisions either to an analytical or intuitive system, Dr. Eugène J. F. M. Custers advocates a continuum-based model.
Expanding Physician Education in Health Care Fraud and Program Integrity
Agrawal and colleagues provide an overview of the current state of program integrity (PI)—which includes improper payments, fraud, abuse, errors, and waste—and they describe physicians’ education in this area.
Toward a Common Taxonomy of Competency Domains for the Health Professions and Competencies for Physicians
Englander and colleagues identified domains of competence that accommodate any health care profession and compared health professions’ competency frameworks to extract a common set of competencies for physicians.
Introducing Medical Students to Careers in Medical Education: The Student Track at an Annual Medical Education Conference
Blatt and colleagues provide guides for developing career-oriented student tracks with opportunities for active involvement in both student-specific and general conference activities and for recruiting student participants.
Setting Quality and Safety Priorities in a Target-Rich Environment: An Academic Medical Center’s Challenge
Mort and colleagues describe an organizational goal-setting and outcomes review at Massachusetts General Hospital. This annual process incorporates data from diverse sources to identify and rectify pressing institutional issues.
Short-Term Stability and Spread of the U.S. News & World Report Primary Care Medical School Rankings
Daniel J. Tancredi, PhD, Klea D. Bertakis, MD, MPH, and Anthony Jerant, MD
Tancredi and colleagues show that the median within-school range in ranking over four years for U.S. primary care medical schools was large—greater than can be attributed to actual changes in quality—which raises questions regarding the ranking’s validity.
How Prevalent Are Potentially Illegal Questions During Residency Interviews?
Hern and colleagues studied the prevalence of potentially illegal questions in residency interviews and identified the impact of such questions on applicants’ decisions to rank programs.
Rural-Track Training Based at a Small Regional Campus: Equivalency of Training, Residency Choice, and Practice Location of Graduates
Crump and colleagues look at ten years of data show that rurally trained ULSOM graduates were likelier to choose family medicine or practice rurally, although comparative scores were marginally lower than Louisville graduates.
Quality In-Training Evaluation Reports—Does Feedback Drive Faculty Performance?
Dudek and colleagues found that faculty from four medical schools who participated in this study’s workshop offering “at home” feedback improved their ability to create in-training evaluation reports.
How Do Medical Students Navigate the Interplay Between Explicit Curricula, Implicit Curricula, and Extracurricula to Learn Curricular Objectives?
In this qualitative study, Balmer and colleagues explored the tension between boundedness (mandated curricular objectives) and openness (variability in learning experience as students traverse the explicit, implicit, and extracurriculum) in the curriculum.
Playing With Curricular Milestones in the Educational Sandbox: Q-sort Results From an Internal Medicine Educational Collaborative
Meade and colleagues report a practical method for identifying sets of curricular milestones for assessment of a landmark, or a point where a resident can be entrusted with increased responsibility.
Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education: Lessons from Social Theory
Wong and colleagues situate quality improvement and patient safety (QI/PS) research within sociocultural theory, which enables articulation of concrete strategies that can legitimize, and therefore promote, QI/PS in academic medicine and health care delivery.
Summer in the Country: Changes in Medical Students’ Perceptions Following an Innovative Rural Community Experience
Kane and colleagues find that the University of Missouri School of Medicine’s Summer Community Program has positively influenced students’ perceptions of rural medical practice and lifestyle and increased their interest in rural practice.
Satisfaction, Motivation, and Future of Community Preceptors: What Are the Current Trends?
Robyn Latessa, MD, Gaye Colvin, MLIS, Norma Beaty, MS, MAEd, Beat D. Steiner, MD, MPH, and Donald E. Pathman, MD, MPH
Latessa and colleagues find that preceptors in North Carolina remain satisfied with teaching students. Intrinsic rewards are still important, but monetary compensation has an increased role in motivation.
Teaching Empathy to Medical Students: An Updated, Systematic Review
Batt-Rawden and colleagues conducted an updated, systematic review of the literature on empathy-enhancing educational interventions in undergraduate medical education.
Mastery Learning for Health Professionals Using Technology-Enhanced Simulation: A Systematic Review and Meta-Analysis
Cook and colleagues find limited evidence that suggests that mastery learning simulation-based mastery education is superior to non-mastery instruction but takes more time.