What’s New and In the Queue for Academic Medicine

AM Rounds Slider Master-23What’s New: A Preview of the July Issue
The July issue of Academic Medicine is now available! Read the entire issue online at academicmedicine.org or on your iPad using the Academic Medicine for iPad app. Highlights from the issue include:

After the “Doc Fix”: Implications of Medicare Physician Payment Reform for Academic Medicine
Rich and Reschovsky examine the potential effects of alternative payment models on the work of academic clinical program leaders endeavoring to sustain the tripartite mission of patient care, education, and research.

Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education
Tsai and colleagues seek to use their initiatives and this article to spark critical discussion on how to use teaching of race to work against racial inequality in health care.

Taking Risk: Early Results From Teaching Hospitals’ Participation in the Center for Medicare and Medicaid Innovation Bundled Payments for Care Improvement Initiative
Kivlahan and colleagues review early outcomes and observations from the Association of American Medical Colleges cohort of teaching hospitals participating in the Bundled Payments for Care Improvement initiative and propose additional opportunities for research related to alternative payment models.

Pregnancy and Parental Leave During Graduate Medical Education
Blair and colleagues found approximately 40% of respondents planned to have children during their graduate medical education (GME) training; most will take family leave, which will have an impact on the GME workforce.

U.S. Medical Schools’ Compliance With the Americans With Disabilities Act: Findings From a National Study
Zazove and colleagues’ examination of the availability of technical standards from MD- and DO-granting schools shows inadequate provision of reasonable accommodations for students with hearing, vision, or mobility disabilities.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming commentary by Love.

The Standardized Letter of Evaluation for Postgraduate Training: A Concept Whose Time Has Come?
Jeffery Love, MD

A medical student’s letter of recommendation for postgraduate training should provide a fair and accurate assessment of academic and clinical performance, as well as define character attributes pertinent to the practice of medicine. Since its inception in 1997, the emergency medicine (EM) standardized letter of evaluation (SLOE) has evolved into an instrument that provides just such an assessment. Concise, standardized, and discriminating in its assessment of performance relevant to the practice of EM, the SLOE is judged by program directors in EM as the most valuable component of a potential resident’s application. Other specialties would benefit from such a specialty-specific perspective, currently lacking in most Electronic Residency Application Service (ERAS) applications. Creation of specialty-specific SLOEs which define performance metrics or competencies and noncognitive personality traits critical to each unique specialty will add substantially to the holistic review of our graduating students. As a result, specialty-specific SLOEs will increase the likelihood that programs can effectively identify applicants who will not only be a “good fit” for their programs but also graduate to become successful physicians.

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