Articles from the September issue are now available online ahead of print!


What do college sports rankings and resident rank order lists have in common? Do attending physicians have enough time to teach? New online-first articles available from Academic Medicine answer these questions and more! Keep reading below for more details

You also can access content from the August issue, including From the Editor, Commentaries, and the AM Last Page.


Can We Achieve Public Accountability for Graduate Medical Education Outcomes?
In light of the study by Chen and colleagues, Baron examines a number of important questions related to measuring GME outcomes to improve accountability.

Considering the Clinical Context of Medical Education
In response to the findings of Chen and colleagues, Famiglio and colleagues use their own experience at Geisinger to explore the importance of the context of clinical education in achieving positive GME outcomes.

The Tip of the Iceberg: Improving the Quality of Rank Order Lists for the Match
Despite the advantages of Ross and Moore’s new methodology, Baker argues that ROLs will remain poor predictors of residents’ performance until we better understand which data can predict which students will become excellent physicians.

Why Resident Duty Hours Regulations Must Address Attending Physicians’ Workload
Wong and Imrie argue that duty hours regulations require programs to seek creative solutions to address attending physicians’ needs and perspectives.

Dancing Through Cape Coast: Ethical and Practical Considerations for Health-Related Service-Learning Programs
Saffran uses experiences from a trip to Ghana as a backdrop for exploring issues that arise when U.S. students work in health programs in developing countries.


Teaching While Learning While Practicing:  Reframing Faculty Development for the Patient-Centered Medical Home
Clay and colleagues review three faculty development models and recommend ways to prepare clinical teachers for their roles as system-change agents and facilitators of learning in patient-centered medical homes. 

Forging Stronger Partnerships between Academic Health Centers and Patient-Driven Organizations
As drivers of clinical and translational research, Gallin and colleagues argue that patient advocacy groups and voluntary health organizations must pursue well-governed collaborations with AHCs. They also present strategies for pursuing effective partnerships.


Academic Medicine Change Management: The Power of the LCME Accreditation Process
Chandran and colleagues argue that proactively organizing the LCME site visit process across five distinct stages—planning, data gathering, documentation, visit readiness, and follow-up—facilitates positive, local, educational program quality improvement.

A Novel Enrichment Program Using Cascading Mentorship to Increase Diversity in the Health Care Professions
Afghani and colleagues describe the UC Irvine Summer Premed Program, which uses the concept of cascading mentorship to engage faculty, medical students, undergraduates, and high school students to encourage health professions careers.

Reframing Clinical Workplace Learning Using the Theory of Distributed Cognition
Pimmer and colleagues argue that future scholarship should address the ways that medical actors use speech, gestures, and the structures of their bodies and of artifacts to construct complex, multimodal representations.

Building Learning Communities: Evolution of the Colleges at Vanderbilt University School of Medicine
Fleming and colleagues describe the College Colloquium, an academic and professional development program, which builds upon the strengths of the colleges and has transformed them into learning communities.

Changing the Culture of Academic Medicine: The C-Change Learning Action Network and its Impact at Participating Medical Schools
Krupat and colleagues describe how changes aligning with goals of the National Initiative on Gender, Culture, and Leadership in Medicine occurred in the policies, practices, and administrative structures of schools participating in a cross-institutional, collaborative, learning network.

Building Diversity in a Complex Academic Health Center
South-Paul and colleagues describe linking the efforts of the University of Pittsburgh undergraduate campus, school of medicine, schools of the health sciences, clinical practice plan, and medical center in a way that was successful locally and applicable to other academic environments.

Research Reports

Toward Graduate Medical Education (GME) Accountability: Measuring the Outcomes of GME Institutions
The purpose of this study by Chen and colleagues was to develop and test candidate GME outcome measures related to physician workforce, including primary care and rural physician production.

A Quantitative Experimental Paradigm to Optimize Construction of Rank Order Lists in the National Resident Matching Program: The ROSS-MOORE Approach
To address high interrater reliability in generation of ROLs, Ross and Moore developed a new algorithm to rank applicants that is based on college sports ranking systems.

Institutions with Accredited Residencies in New York State with an Interest in Developing New Residencies or Expanding Existing Ones
Edelman and colleagues found that fewer than half the training institutions were interested in or had the capacity for expansion of core residencies. Interest in establishing or expanding primary care was especially problematic.

No Time for Teaching? Inpatient Attending Physicians’ Workload and Teaching Before and After the Implementation of the 2003 Duty Hours Regulations
Roshetsky and colleagues tested the association between attending physicians’ self-reported workload and perceptions of time for teaching before and after the 2003 resident duty hours regulations.

Racial and Ethnic Minority Medical Students’ Perceptions of and Interest in Careers in Academic Medicine
Sánchez and colleagues argue that Black and Hispanic students’ perceptions of having greater difficulty succeeding in academia may be an obstacle to engaging them in the prospective pool of academicians.

The Experience of Minority Faculty Who Are Underrepresented in Medicine, at 26 Representative U.S. Medical Schools
Pololi and colleagues found that minority faculty at high-minority institutions rated values alignment and diversity higher than at traditional institutions, and faculty at all institutions indicated high leadership goals and lower experiences of inclusion.

Anatomy and Histology as Socially Networked Learning Environments: Some Preliminary Findings
Hafferty and colleagues conducted a study to better understand the “networked” life of medical school as a learning environment. Their findings suggest that social network analysis may be useful in examining an array of student learning encounters.

Frequency and Determinants of Residents’ Narrative Feedback on the Teaching Performance of Faculty: Narratives in Numbers
van der Leeuw and colleagues found that residents provided narrative feedback that paralleled and elaborated on quantitative evaluations they provided; therefore, faculty would be wise to attend to narrative feedback.

Doctoral Programs to Train Future Leaders in Clinical and Translational Science
Switzer and colleagues found that PhD programs in clinical and translational science vary in characteristics and students, perhaps due to diversity in translational science or to the relative infancy of the discipline.

A Shortened Version of the Clinical Research Appraisal Inventory: CRAI-12
Robinson and colleagues found that the 12-item Clinical Research Appraisal Inventory (CRAI) is faster and less burdensome to complete but retains the strong psychometric properties of the original, 92-item CRAI.

A Medical School’s Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire
Jippes and colleagues found that the medical school’s organizational readiness for curriculum change (MORC) questionnaire is a valid, reliable tool for measuring organizational readiness for curriculum change in medical schools.

A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians
Harris and Sun found that virtual patient e-learning programs had no effect on physicians’ substance abuse management skills. Only actual experience with substance abuse management seemed to improve those skills.

Evaluating Oral Case Presentations Using a Checklist: How Do Senior Student-Evaluators Compare With Faculty?
Kakar and colleagues’ results support using student-evaluators for peer assessment in low-stakes settings, but evidence of leniency compared with faculty assessment suggests caution in high-stakes settings.

Evolution of Faculty Affairs and Faculty Development Offices in U.S. Medical Schools: A 10-Year Follow-up Survey
Sonnino and colleagues determined how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs, and how these offices have evolved between 2000 and 2010.


Social Media Use by Health Care Professionals and Trainees: A Scoping Review
Hamm and colleagues conducted a scoping review of the literature to determine which social media tools were used, by whom, for what purposes, and how they were evaluated.

Doctors’ Perceptions and Use of Evidence-Based Medicine: A Systematic Review and Thematic Synthesis of Qualitative Studies
In a systematic review of qualitative studies, Swennen and colleagues investigated barriers and facilitators for doctors’ use of EBM.

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