Articles from the July issue of Academic Medicine are now available online ahead of print!

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New online-first articles are available from Academic Medicine! The authors of one study demonstrated that 39% of medical students at one university had an anti-obesity bias and less than 25% were aware of their bias. In another study, the authors assessed the needs and effectiveness of department chairs in academic medicine. Additional published ahead-of-print articles, which will appear in the July issue, address lecture attendance, budgeting in times of fiscal constraint, and other important topics. Keep reading for more details.

Perspectives

A Humble Task: Restoring Virtue in an Age of Conflicted Interests 
DuBois and colleagues propose strategies to minimize the influence of self-serving biases when making medical business ethics decisions and decisions involving conflicting interests.

Articles

An Adaptive Approach to Facilitating Research Productivity in a Primary Care Clinical Department 
When challenged to increase research productivity, Weber-Main and colleagues, part of a family medicine department, used a multifaceted “grow your own” approach to build and maintain research capacity over a ten-year period.

Allocating Limited Resources in a Time of Fiscal Constraints: A Priority Setting Case Study from Dalhousie University Faculty of Medicine  
Mitton and colleagues describe the development and implementation of an explicit, transparent, criteria-based priority setting process for resource reallocation, during which they used a program budgeting and marginal analysis framework.

Aligning Clinical Compensation with Clinical Productivity: Design and Implementation of the Financial Value Unit (FVU) System in an Academic Department of Internal Medicine 
Stites and colleagues present a new metric that analyzes clinical compensation compared to clinical productivity, for divisions and individuals, as a transparent means for decreasing compensation variability and increasing compensation equity.

Applying Organizational Science to Health Care: A Framework for Collaborative Practice
Dow and colleagues review team process, leadership and followership, locus and formality of leadership, and dynamic delegation and identify competencies to aid in developing curricula to improve collaborative practice.

Research Reports

Understanding the Needs of Department Chairs in Academic Medicine  
Departmental chairs within faculties of medicine fill complex, emotionally burdensome roles. Lieff and colleagues found that their effectiveness is enhanced by transitional processes and supports, development, and mentoring. 

The Use and Misuse of Prescription Stimulants as “Cognitive Enhancers” by Students at One Academic Health Sciences Center 
Bossaer and colleagues found that a majority of respondents have used stimulants for enhanced energy or academic performance, according to this 2011 study. Quality of patient care and academic ethics may be compromised.

The Impact of Lecture Attendance and Other Variables on How Medical Students Evaluate Faculty in a Preclinical Program 
Martin and colleagues found that students’ attendance at lecture, year, and class grade, as well as lecturer degree, affect students’ evaluation of lecturers.

Are Medical Students Aware of Their Anti-Obesity Bias? 
Miller and colleagues sought to determine the prevalence of weight-related biases among medical students and whether they were aware of their biases.

Eleven-Year Outcomes from an Integrated Residency Program to Train Research Psychiatrists
Tsai and colleagues describe the development process for a research resident training program, including its organizational structure, eligibility criteria, and core program elements, and report 11 years of outcomes data.

Development of a Team Performance Scale to Assess Undergraduate Health Professionals 
Sigalet and colleagues found that when simulation is used in acute illness management training, the KidSIM Team Performance Scale provides reliable and valid score interpretation of undergraduates’ team process.

A Multisite, Multistakeholder Validation for the Accreditation Council for Graduate Medical Education Competencies 
Using Cultural Consensus Analysis methodology, Smith and colleagues assessed the validity of the ACGME competencies across eight clinical settings and five groups: patients, nurses, residents, faculty members, and administrators.

The Mentoring Competency Assessment: Validation of a New Instrument to Evaluate Skills of Research Mentors 
Fleming and colleagues present findings demonstrating that the MCA has reliability and validity and provide preliminary norms derived from a national sample of research mentors and mentees.

Enhancing Undergraduate Public Health Education through Public Health Interest Groups
Jang and colleagues found that with consistent funding, national networking opportunities, and a common operating structure, public health interest groups have been able to increase public health awareness amongst medical students. 

Using Patients’ Narratives to Reveal Gender Stereotypes among Medical Students
Medical students have culturally shared stereotypes about gender. To prevent this, Andersson and colleagues found that medical curricula must explicitly address the impact of gender stereotypes and their possible consequences.

Reviews

Evidence-Based Medicine Training in Undergraduate Medical Education: A Review and Critique of the Literature Published 2006–2011
Maggio and colleagues identify a need for broader evidence-based medicine training and encourage educators designing interventions to consider trends including online learning, interprofessional education, and electronic health records.

Mentoring Programs for Physicians in Academic Medicine: A Systematic Review
Through a review of the literature, Kashiwagi and colleagues identified key program elements that could contribute to successful physician mentoring, including mentor training, mentor-mentee contracts, and protected time. 

Advancing Faculty Development in Medical Education: A Systematic Review
Leslie and colleagues concluded that research should employ more rigorous evaluation methods, explore the role of interprofessional teams, and address how different organizational factors shape the success of faculty development programs.

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