Issue Preview – AM Rounds Beyond the pages of Academic Medicine, journal of the AAMC Tue, 19 Sep 2017 13:54:51 +0000 en-US hourly 1 72453062 What’s New and In the Queue for Academic Medicine Tue, 05 Sep 2017 18:25:00 +0000 Journal revised

What’s New: A Preview of the September Issue

The September issue of Academic Medicine is now available! Read the entire issue online at Highlights from the issue include:

Let’s Get Real About Health Care Reform
Karpf argues for an approach to health care policy that understands and accounts for the interdependence between choice, cost, and coverage in a competitive and functional market-based system.

It is Time to Cancel Medicine’s Social Contract Metaphor
Harris contends that removing medicine’s narrow, overworked social contract metaphor would open the door to a more complex, fruitful consideration of medical professionalism and medicine’s relationship with society.

Opposition to Obamacare: A Closer Look
Gordon and colleagues describe in detail their observations from a cross-country cycling trip during which they talked with locals about their opinions of the Affordable Care Act.

Interprofessional Medical–Legal Education of Medical Students: Assessing the Benefits for Addressing Social Determinants of Health
Pettignano and colleagues find that incorporating an interprofessional medical–legal curriculum may result in increased likelihood to screen patients for social determinants of health issues and to refer patients with legal needs to legal resources. A blog post related to this article is available.

Changes in Primary Care Graduate Medical Education Are Not Correlated with Indicators of Need: Are States Missing an Opportunity to Strengthen Their Primary Care Workforce?
Coutinho and colleagues argue that states should create explicit linkages between medical education and population need; strategically allocate Medicaid GME funds; and monitor the impact of workforce policies and training institution outputs.

What’s In the Queue: A Sneak Peek

Here’s a preview of an upcoming innovation report by Joanna M. Cain, MD, Marianne E. Felice, MD, Judith K. Ockene, PhD, Med, MA, Robert J. Milner, PhD, John L. Congdon, Stephen Tosi, MD, and Luanne E. Thorndyke, MD.

Meeting the Late-Career Needs of Faculty Transitioning Through Retirement: One Institution’s Approach



Medical school faculty are aging, but few academic health centers are adequately prepared with policies, programs, and resources (PPR) to assist late-career faculty. The authors sought to examine cultural barriers to successful retirement and create alignment between individual and institutional needs and tasks through PPR that embrace the contributions of senior faculty while enabling retirement transitions at the University of Massachusetts Medical School, 2013–2017.


Faculty 50 or older were surveyed, programs at other institutions and from the literature (multiple fields) were reviewed, and senior faculty and leaders, including retired faculty, were engaged to develop and implement PPR. Cultural barriers were found to be significant, and a multipronged, multiyear strategy to address these barriers, which sequentially added PPR to support faculty, was put in place. A comprehensive framework of sequenced PPR was developed to address the needs and tasks of late-career transitions within three distinct phases: pre-retirement, retirement, and post-retirement.


This sequential introduction approach has led to important outcomes for all three of the retirement phases, including reduction of cultural barriers, a policy that has been useful in assessing viability of proposed phased retirement plans, transparent and realistic discussions about financial issues, and consideration of roles that retired faculty can provide.

Next Steps

The authors are tracking the issues mentioned in consultations and efficacy of succession planning, and will be resurveying faculty to further refine their work. This framework approach could serve as a template for other academic health centers to address late-career faculty development.

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What’s New and In the Queue for Academic Medicine Thu, 03 Aug 2017 18:48:43 +0000 journal club2

What’s New: A Preview of the August Issue

The August issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Continuing Professional Development for Faculty: An Elephant in the House of Academic Medicine or the Key to Future Success?
Rayburn and colleagues find that missing from most AMC reform efforts is the preparation of faculty for new models of health care and educational practice. To address this issue, the authors call for the effective, system-aligned presence of continuing professional development programs.

Seven Dirty Words: Hot-Button Language That Undermines Interprofessional Education and Practice
In this Perspective, Cahn reflects on some of the most charged (or hot-button) words commonly heard in health care and educational settings and suggests possible alternatives that have similar denotations but that also have more collaborative connotations.

The MD–MEd Joint-Degree Program at Vanderbilt University: Training Future Expert Medical Educators
DeVolder and colleagues describe how this five-year program equips students with robust general education knowledge and skills while providing opportunities, through independent studies and capstone projects, to contextualize these ideas in medical education. A blog post related to this article is available.

The Academic RVU: Ten Years Developing a Metric for and Financially Incenting Academic Productivity at Oregon Health & Science University
Ma and colleagues measured and compared the scholarly and educational productivity of emergency medicine academic faculty. The median bonus remained constant, whereas the upper bonus quartile showed more variability and increase.

Simulation Fellowship Programs in Graduate Medical Education
Ahmed and colleagues provide a one-page primer about existing simulation fellowship programs throughout the world, focusing on location, core content, and program characteristics.

What’s In the Queue: A Sneak Peek

Here’s a preview of an upcoming perspective by Eckleberry-Hunt and colleagues.

The Problems With Burnout Research
Jodie Eckleberry-Hunt, PhD, ABPP, Heather Kirkpatrick, PhD, ABPP, MSCP, and Thomas Barbera, PhD


Burnout among physicians and physicians-in-training is well established as a potential threat to the health and well-being of health care providers and patients. However, there are myriad problems with current burnout research and its ongoing measurement that threaten the validity of the conclusions. For example, researchers have used differing ways of defining and measuring burnout. Those who have used the Maslach Burnout Inventory vary in recommended use of the instrument and cutoff scores. As a result, the authors suggest that the term “burnout” may be misused and recommend some reconsideration of the meaning of burnout. The measurement and discussion of burnout have strong implications for interventions and policy alike. In this article, the authors review the problems with burnout research and ask important questions about the future directions of research efforts. The authors recommend a consistent measurement approach and perhaps moving toward a focus on physician wellness from a positive psychology perspective.

What’s New and In the Queue for Academic Medicine Mon, 03 Jul 2017 19:20:27 +0000 acmedipadjournaljuly2014

What’s New: A Preview of the July Issue

The July issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Well-Being in Graduate Medical Education: A Call for Action
Ripp and colleagues find that physician wellness programs, though costly, may promote greater patient satisfaction, long-term physician satisfaction, and increased physician productivity. Recommendations are made at national, hospital, program, and non-work levels.

The Net Present Value and Other Economic Implications of a Medical Career
Commenting on Marcu et al, Reinhardt explains how the NPV is calculated then discusses other issues concerning the economics of a medical career, including medical school tuition, residents’ salaries, and investments in human capital as tax deductible.

The Use of Social Media in Graduate Medical Education: A Systematic Review
Sterling and colleagues describe the effect of social media platforms on residency education, recruitment, and professionalism as mixed, and the quality of existing studies as modest at best.

Considerations for Medical Students and Advisors after an Unsuccessful Match
Bumsted and colleagues discuss medical schools’ responsibilities to unmatched students and to society, outline various pathways for unmatched students to secure a GME or other non-clinical position in the future, and share guidelines for advising unmatched students following an unsuccessful Match.

Enhancing Student Empathetic Engagement, History-Taking, and Communication Skills During Electronic Medical Record Use in Patient Care
LoSasso and colleagues suggest a simple intervention providing specialized training in electronic medical record–specific communication can improve medical students’ empathic engagement, history-taking skills, and communication skills.

What’s In the Queue: A Sneak Peek

Here’s a preview of an upcoming research report by Baker and colleagues.

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development
Lindsay Baker, MEd, Karen Leslie, MEd, MD, Danny Panisko, MD, Allyn Walsh, MD, Anne Wong, MD, PhD, Barbara Stubbs, MD, and Maria Mylopoulos, PhD



Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role.


A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process.


Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence.


These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

What’s New and In the Queue for Academic Medicine Tue, 02 May 2017 17:57:40 +0000 journal club2

What’s New: A Preview of the May Issue

The May issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Role Modeling and Regional Health Care Intensity: U.S. Medical Student Attitudes Toward and Experiences With Cost-Conscious Care
Leep Hunderfund and colleagues found that medical students endorsed barriers to cost-conscious care and reported encountering conflicting physician role-modeling behaviors. Students in higher-health-care-intensity regions reported observing significantly fewer cost-conscious role-modeling behaviors. A blog post related to this article is available.

Building a Global, Online Community of Practice: The OPENPediatrics World Shared Practices Video Series
Wolbrink and colleagues, each month, the OPENPediatrics World Shared Practices video series releases a 30–45 minute video featuring an expert in pediatric critical care medicine, interspersed with questions for the audience. Viewers contribute to the community discussion by leaving comments that display alongside the video.

Making Management Skills a Core Component of Medical Education
Management skills are largely undeveloped in medical education. To address this, Myers and Pronovost argue that medical schools should partner with organizational scholars to offer a “Management 101” course in the medical curriculum.

Assessment for Systems Learning: A Holistic Assessment Framework to Support Decision-Making Across the Medical Education Continuum
Bowe and Armstrong propose three levels of systems-based assessment of medical education: assessment of individual component performance, for improvement in system performance, and to prepare the system for future change.

The Development of an Indigenous Health Curriculum for Medical Students
Lewis and Prunuske describe efforts at the University of Minnesota Medical School, Duluth campus, to develop an Indigenous health curriculum using collaborative and decolonizing methods to gather ideas and opinions from multiple stakeholders. A blog post providing an update on the program is available.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming perspective by Dow and colleagues.

Rethinking the Match: A Proposal for Modern Match-Making
Alan Dow, MD, MSHA, Chris Ray, and Steven Bishop


Since the 1950s, the National Resident Matching Program, or “the Match,” has governed the placement of medical students into residencies. The Match was created to protect students in an era when residency positions outnumbered applicants and hospitals pressured students early in their academic careers to commit to a residency position. Now, however, applicants outnumber positions, applicants are applying to increasing numbers of programs, and the costs of the Match for applicants and programs are high. Meanwhile, medical education is evolving toward a competency based approach, a U.S. physician shortage is predicted, and some researchers describe a “July effect”–worse clinical outcomes correlated with the mass entry of new residents.

Against this background, the authors argue for adopting a more modern, free-market approach to residency match-making that might better suit the needs of applicants, programs, and the public. They propose allowing students, who have been identified by their medical schools as having achieved graduation-level competency, to apply to residency programs at any point during the year. Residency programs would set their own application timetables and extend offers in an ongoing fashion. Students, counseled by their schools, would accept or decline offers as desired. The authors argue this approach would better support competency-based education while allowing applicants and programs more choice regarding how they engage and adapt within the selection process. The approach’s staggered start times for new residents might attenuate the July effect and improve outcomes for patients. Medical students might also enter and thereby complete residency earlier, increasing the physician workforce.

What’s New and In the Queue for Academic Medicine Tue, 04 Apr 2017 11:00:57 +0000 AM Rounds Slider Master-22

What’s New: A Preview of the April Issue
The April issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Engaging Learners to Advance Medical Education
Burk-Rafel and colleagues, all medical students, contextualize themes discussed in a collection of learner-authored letters to the editor and conclude with recommendations to engage learners in leadership, advocacy, and scholarship. Check back throughout the month for additional content on this topic.

Creating 21st-Century Laboratories and Classrooms for Improving Population Health: A Call to Action for Academic Medical Centers
DeVoe and colleagues argue for strengthening bidirectional connections between disease-based approaches to managing health and community-based approaches to promoting health through studying social and population determinants of health.

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows
Communication with patients and families in critical care medicine (CCM) can be complex and challenging. Roze des Ordons and colleagues develop and implement a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication.

Bringing Rounds Back to the Patient: A One-Year Evaluation of the Chiefs’ Service Model for Inpatient Teaching
Bennett and colleagues found the Chiefs’ Service model was viewed as valuable by residents and associated with positive outcomes in terms of residents’ perceptions of learning, interdisciplinary communication, and patient care.

Do Medical Students’ Narrative Representations of “The Good Doctor” Change Over Time? Comparing Humanism Essays From a National Contest in 1999 and 2013
Rutberg and colleagues performed an analysis of essays written 14 years apart in response to the prompt, “Who is the good doctor?The findings suggest that medical students understand the “good doctor” as a relational being who especially values the doctor-patient relationship.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming innovation report by Cofrancesco and colleagues.

Creating an “Education Shark Tank” to Encourage and Support Educational Scholarship and Innovation
Joseph Cofrancesco Jr, MD, MPH, Scott M. Wright, MD, Eric Vohr, MA, and Roy C. Ziegelstein, MD


Creating and supporting opportunities for innovation that showcase and reward creativity in medical and biomedical education is critically important for academic institutions, learners, and faculty.

In 2014, the Institute for Excellence in Education, Johns Hopkins University School of Medicine, created a small grant program called Education Shark Tank, in which two to five finalist teams present their proposals on innovative initiatives to improve education to four or five senior educator “sharks” at an educational conference, with an audience. The sharks then “grill” the presenters, considering which if any to fund, focusing on the rationale, feasibility, appropriateness of the outcome measures, evaluation and assessment plan, and proposed method of dissemination. They also make suggestions that challenge the presenters to assess and improve their designs.

In the program’s first year (2014), funds were divided equally between two projects, both of which were successfully completed and one of which led to a journal publication; this led to increased funding for the program in 2015. Participants have called Education Shark Tank a “challenging and rewarding experience.”

Next Steps
Education Shark Tank can facilitate educational innovation and scholarship via engaging and challenging interactions between grant applicants and reviewers in a public venue. The authors plan to conduct a 5-year survey (after 2018) of all Education Shark Tank finalists to determine the success and challenges the funded projects have had, what scholarly dissemination has occurred, if non-funded projects were able to move forward, and the value of the feedback and mentoring received.

What’s New and In the Queue for Academic Medicine Tue, 28 Feb 2017 12:00:09 +0000 journal club2

What’s New: A Preview of the March Issue
The March issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. This issue includes a collection of article about structural competency (check back throughout the month for additional blog content related to this collection of articles). Highlights from the issue include:

Surveying Resident and Faculty Physician Knowledge, Attitudes, and Experiences in Response to Public Lead Contamination
After lead contamination in Flint, Michigan, physicians needed to respond to patient needs and supply appropriate information. Taylor and colleagues describe just-in-time supplementary training for graduate medical education programs.

Remembering Freddie Gray: Medical Education for Social Justice
Wear and colleagues propose two approaches—anti-racist pedagogy and structural competency—to develop a curriculum oriented toward appropriate care for patients who are victimized by and present with health concerns related to extremely challenging social and economic disadvantages. A blog post by a fourth-year medical student on this article is available.

Helping Basic Scientists Engage With Community Partners to Enrich and Accelerate Translational Research
Kost and colleagues describe the community-engaged research navigation program, which facilitates basic science-community partnerships and the development and conduct of joint research protocols to advance and accelerate translational science. A blog post by a clinical investigator on this article is available.

Supporting the Call to Action: A Review of Nutrition Educational Interventions in the Health Professions Literature and MedEdPORTAL
Dang and Maggio review articles and examine MedEdPORTAL resources that describe nutrition educational interventions for undergraduate-level health professionals. The heterogeneity of interventions and the content areas covered highlight the lack of adopted curricular standards for teaching clinical nutrition.

Teaching Population Health: Community-Oriented Primary Care Revisited
Liaw and colleagues provide a one-page primer on community-oriented primary care, a model that marries public health and primary care, represents a powerful framework for teaching and improving population health.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming article by Schmutz and Eppich.

Promoting Learning and Patient Care Through Shared Reflection: A Conceptual Framework for Team Reflexivity in Health Care
Jan B. Schmutz, PhD, and Walter J. Eppich, MD, MEd

Health care teams represent groups of highly skilled individual experts who may often form inexpert teams due to a lack of collective competence. Because teamwork and collaboration form the foundation of effective clinical practice, factors that promote collective competence demand exploration. This article reviews team reflexivity (TR), a concept from the psychology and management literatures, and how it potentially contributes to the collective competence of health care teams. TR captures a team’s ability to reflect collectively on group objectives, strategies, goals, processes, and outcomes of past, current, and future performance in order to process key information and adapt accordingly. As an overarching process that promotes team functioning, TR builds shared mental models as well as triggers team adaptation and learning. The authors present a conceptual framework for TR in health care describing three phases in which TR may occur: pre-action TR (briefing before patient care), in-action TR (deliberations during active patient care), and post-action TR (debriefing after patient care). Depending on the phase, TR targets either goals, taskwork, teamwork, or resources and leads to different outcomes (i.e., optimal preparation, shared mental model, adaptation, or learning). This new conceptual framework incorporates various constructs related to reflection and unites them under the umbrella of TR. Viewing reflection through a team lens may guide future research about team functioning, optimize training efforts, and elucidate mechanisms for workplace learning.

What’s New and In the Queue for Academic Medicine Tue, 31 Jan 2017 12:00:57 +0000 AM Rounds Slider Master-23

What’s New: A Preview of the February Issue
The February issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Expanding Group Peer Review: A Proposal for Medical Education Scholarship
Dumenco and colleagues share their experience with a group-peer review exercise and suggest expanded use of team reviews could enhance the quality of medical education scholarship. A podcast on this article is available in iTunes.

A Case Suspended in Time: The Educational Value of Case Reports
Packer and colleagues discuss how case reports can be an effective teaching tool with a broad range of benefits that include allowing students to contribute to the medical literature and learn useful scholarly skills.

Knowledge Syntheses in Medical Education: Demystifying Scoping Reviews
In this Perspective, Thomas and colleagues examine the nature, purpose, value, and appropriate use of one particular knowledge synthesis method: the scoping review. They present a brief description and explore the advantages and disadvantages of scoping reviews, and offer lessons learned and suggestions for those considering conducting scoping reviews.

Why Medical Schools Should Embrace Wikipedia: Final-Year Medical Student Contributions to Wikipedia Articles for Academic Credit at One School
Azzam and colleagues describe how through a credit-bearing course, fourth-year medical students edited a health-related Wikipedia article. Students improved the articles, enjoyed the flexibility of the course, and gained a deeper respect for Wikipedia. A blog post on this article by a fourth-year medical student is available.

The Impact of Administrative Burden on Academic Physicians: Results of a Hospital-Wide Physician Survey
Rao and colleagues find higher administrative duties related to lower career satisfaction and higher burnout. Administrative burden occupied one-quarter of working hours, and most respondents reported negative effects on delivering high-quality care. A blog post on this article by a member of the Council of Faculty and Academic Societies administrative board is available.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming perspective by Bonham and Alberti.

From Inputs to Impacts: Assessing and Communicating the Full Value of Biomedical Research
Ann Bonham, PhD, and Philip M. Alberti, PhD

Assessing and communicating the full value of biomedical research is essential to answer calls from the government and the public for accountability for the spending of public funds. In academic settings, however, research success is measured, largely, in terms of grant funding received or the number of peer-reviewed publications produced. These credible and time-tested metrics miss the full picture of the scientific process that confers benefits to patients, communities, and the health care system in ways that accrue after a paper is published. In this context, in 2012 the Association of American Medical Colleges, in collaboration with RAND Europe, initiated a program to provide resources and guidance for medical schools and teaching hospitals interested in evaluating the outcomes and impacts of their research in novel ways complementary to traditional methods. This perspective provides context for this initiative and delineates the process through which researchers, evaluation experts, and other stakeholders—including legislators, health system leaders, and community members—identified and vetted novel “metrics that matter” in advance of a pilot test at the University of Wisconsin-Madison which sought to assess and communicate its community-engaged science and scholarship.

What’s New and In the Queue for Academic Medicine Tue, 03 Jan 2017 12:00:49 +0000 journal club2

What’s New: A Preview of the January Issue
The January issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Five Tactics to Quickly Build Quality Improvement and Patient Safety Capacity at Academic Health Centers
Stevens addresses the five challenges to strengthening quality improvement and patient safety capacity identified by Coleman and colleagues and outlines practical short-term measures to mitigate them.

Procedural Competence Among Faculty in Academic Health Centers: Challenges and Future Directions
Procedural retraining for faculty remains non-standardized across most academic health centers despite the challenges to the maintenance of procedural competence. In this Perspective, Vaisman and Cram discuss the nature of the current problem of faculty procedural competence and the challenges it poses. They then suggest strategies to delineate and resolve this problem. Blog posts to this article are available here and here.

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine
In this New Conversations piece, Helmich and colleagues aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective, and broaden the developing professional identity formation discourse to include non-Western approaches and notions. A blog post to this article written by one of the authors is available.

Comparing Trainee and Staff Perceptions of Patient Safety Culture
Bump and colleagues found trainees had comparable to more favorable perceptions of patient safety culture compared to staff. Hospitals then can use perceptions of patient safety culture to complement Clinical Learning Environment Review visit reports to improve patient safety.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming innovation report by Adam and colleagues.

The Use of Short, Animated, Patient-Centered Springboard Videos to Underscore the Clinical Relevance of Preclinical Medical Student Education
Maya Adam, MD, Sharon F. Chen, MD, Manuel Amieva, MD, Jennifer Deitz, MA, Heeju Jang, PhD, Aarti Porwal, and Charles Prober, MD


Medical students often struggle to appreciate the clinical relevance of material taught in the preclinical years. The authors believe videos could be effectively used to interweave a patient’s illness script with foundational basic science concepts.

In collaboration with four other U.S. medical schools, educators at the Stanford University School of Medicine created 36 short, animated, patient-centered springboard videos (third-person, narrated accounts of authentic patient cases conveying foundational pathophysiology) in 2014. The videos were used to introduce students to 36 content modules, created as part of a microbiology, immunology, and infectious diseases curriculum. The videos were created with input from faculty content experts and in some cases medical students, and were piloted using a flipped-classroom pedagogical approach in academic year 2015–2016.

Student feedback from course evaluations and focus groups was analyzed using a mixed-methods approach. On the course evaluations, the majority of students rated the patient-centered videos positively, and the majority of comments on the videos were positive, highlighting both enhanced engagement and enhanced learning and retention. Comments from focus groups mirrored the course evaluation comments and highlighted different usage patterns for the videos.

Next Steps
The authors will continue to gather and analyze data from schools using the videos as part of their core preclinical curriculum, and will produce similar videos for use in other areas of undergraduate medical education. These videos could support students’ review of content taught previously and be repurposed for use in continuing and graduate medical education, as well as patient education.


What’s New and In the Queue for Academic Medicine Thu, 01 Dec 2016 17:00:59 +0000 AM Rounds Slider Master-23


What’s New: A Preview of the December Issue
The December issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Embracing Medical Education’s Global Mission
In this New Conversations piece, Farmer and Rhatigan describe how U.S. academic medicine can contribute to global health by strengthening medical education in low- and middle-income countries and urge the U.S. medical education community to embrace this challenge.

Parting the Clouds: Three Professionalism Frameworks in Medical Education
Irby and Hamstra describe the three dominant frameworks used to describe professionalism in medical education, including the assumptions and contributions of each, to provide greater insight into the nature of professionalism.

A Framework for Understanding Lapses in Professionalism Among Medical Students: Applying the Theory of Planned Behavior to Fitness to Practice Cases
To demonstrate the practical use of the theory of planned behavior (TPB) in fitness to practice cases, Jha and colleagues present four complex, anonymized case studies in which they employed the TPB to help deal with serious professionalism lapses among medical students.

Grant Success for Early-Career Faculty in Patient-Oriented Research: Difference-in-Differences Evaluation of an Interdisciplinary Mentored Research Training Program
Libby and colleagues found institutional investment in mentored research training for junior faculty provided significant grant award gains that began after one year of program participation and persisted over time.

Conducting Research in Health Professions Education: From Idea to Publication
The December issue also has a listing of the online-only AM Last Pages included in Academic Medicine’s latest e-book, Conducting Research in Health Professions Education: From Idea to Publication. The e-book, consisting entirely of AM Last Pages, provides over 40 one-page primers on topics related to medical education research, exploring every stage of research from developing research questions, finding secondary data sources, and working in collaborations, to defining response rate, writing revisions, and promoting your published work.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming perspective by Jones and colleagues.

The Almost Right Word: The Move from Medical to Health Humanities
Therese Jones, PhD, Michael Blackie, PhD, Rebecca Garden, PhD, and Delese Wear, PhD

Since the emergence of the field in the 1970s, several trends have begun to challenge the original assumptions, claims, and practices of what became known as the medical humanities. In this article, the authors make the case for the health humanities as a more encompassing label because it captures recent theoretical and pedagogical developments in higher education such as the shift from rigid disciplinary boundaries to multi- and interdisciplinary inquiry, which has transformed humanities curricula in health professions. Calling the area of study health humanities also underscores the crucial distinction between medicine and health. Following a brief history of the field and the rationales that brought humanities disciplines to medical education in the first place—the “why” of the medical humanities—the authors turn to the “why” of the health humanities, using disability studies to illuminate those methodologies and materials that represent the distinction between the two. In addition, the authors make note of how humanities inquiry has now expanded across the landscape of other health professions curricula; how there is both awareness and evidence that medicine is only a minor determinant of health in human populations alongside social and cultural factors; and finally, how the current movement in health professions education is towards interdisciplinary and interprofessional learning experiences for students.

What’s New and In the Queue for Academic Medicine Tue, 01 Nov 2016 11:00:39 +0000 AM Rounds Slider Master-23


What’s New: A Preview of the November Issue
The November issue of Academic Medicine is now available! Read the entire issue online at or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

Holistic Review in Medical School Admissions and Selection: A Strategic, Mission-Driven Response to Shifting Societal Needs
Conrad and colleagues argue that holistic review is a strategic, mission-driven, evidence-based process that recognizes diversity as critical to excellence, offers a flexible framework for selecting future physicians, and facilitates achieving institutional mission and addressing societal needs.

The Standardized Letter of Evaluation for Postgraduate Training:  A Concept Whose Time Has Come?
Love and colleagues argue that specialty-specific standardized letters of evaluation would increase the likelihood that programs could effectively identify applicants who would not only be a “good fit” for their programs, but also graduate to become successful physicians.

A Hybrid Interview Model for Medical School Interviews: Combining Traditional and Multisampling Formats
Bibler Zaidi and colleagues discuss the University of Michigan Medical School’s implementation of a hybrid interview model with six short-form interviews and two long-form interviews, as well as early reactions to and outcomes of this model. Two blog posts on this article are available here and here.

How Prevalent Are Potentially Illegal Questions During Residency Interviews? A Follow-up Study of Applicants to All Specialties in the National Resident Matching Program
Hern and colleagues found that in 20122013, two-thirds of residency applicants reported being asked potentially illegal questions about gender, age, marital status, parental status, plans for childrearing, ethnicity, religion, or sexual orientation.

Enrollment Management in Medical School Admissions: A Novel Evidence-Based Approach at One Institution
Burkhardt and colleagues compared factors related to enrollment at the University of Michigan versus competing peer institutions. A predictive analytic “dashboard” was created, allowing better management of targeted recruitment and admissions.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming innovation report by Holt and colleagues.

The Addiction Recovery Clinic: A Novel, Primary Care-Based Approach to Teaching Addiction Medicine
Stephen R. Holt, MD, MS, Nora Segar, MD, Dana A. Cavallo, PhD, and Jeanette M. Tetrault, MD

Substance use is highly prevalent in the United States, but little time in the curriculum is devoted to training internal medicine residents in addiction medicine.

In 2014, the authors developed and launched the Addiction Recovery Clinic (ARC) to address this educational gap while also providing outpatient clinical services to patients with substance use disorders. The ARC is embedded within the residency primary care practice and is staffed by three to four internal medicine residents, two board-certified addiction medicine specialists, one chief resident, and one psychologist. Residents spend one half day per week for four consecutive weeks at the ARC seeing new and returning patients. Services provided include pharmacological and behavioral treatments for opioid, alcohol, and other substance use disorders, with direct referral to local addiction treatment facilities as needed. Visit numbers, a patient satisfaction survey, and an end-of-rotation resident evaluation were used to assess the ARC.

From 2014 to 2015, 611 patient encounters occurred, representing 97 new patients. Sixty-one (63%) patients were seen for opioid use disorders. According to patient satisfaction surveys, 29 (of 31, 94%) patients reported that the ARC probably or definitely helped them to cope with their substance use. Twenty-eight residents completed the end-of-rotation evaluation; all rated the rotation highly.

Next Steps
The ARC offers a unique primary care-based approach to exposing internal medicine residents to the knowledge and skills necessary to diagnose, treat, and prevent unhealthy substance use. Future research will examine other clinical and educational outcomes.