What’s New and In the Queue for Academic Medicine

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What’s New: A Preview of the January Issue
The January 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:

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

Abstract

Problem
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.

Approach
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.

Outcomes
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.

 

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