What’s New and In the Queue for Academic Medicine

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What’s New: A Preview of the March Issue
The March 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. 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

Abstract
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.

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