What’s New and In the Queue for Academic Medicine

What’s New: A Preview of the November Issue

The November issue of Academic Medicine is now available! Read the entire issue online at academicmedicine.org. Highlights from the issue include:

Values Guide Us in Times of Uncertainty: DACA and Graduate Medical Education
Poll-Hunter and colleagues expand on the article by Nakae and colleagues, these authors argue that remaining steadfast and committed to the core values in medicine will allow the academic medicine community to successfully navigate uncertain times. 

Why Not Wait? Eight Institutions Share Their Experiences Moving United States Medical Licensing Examination Step 1 After Core Clinical Clerkships
To inform programs considering postponing Step 1, Daniel and colleagues describe existing schools’ experiences, student outcomes, such as boosting basic science learning connected to clinical care, and unintended consequences.

Promoting Learning and Patient Care Through Shared Reflection: A Conceptual Framework for Team Reflexivity in Health Care
Schmutz and Eppich present a novel conceptual framework for team reflexivity in health care and explain how it could contribute to the collective competence of health care teams.

Creating an “Education Shark Tank” to Encourage and Support Educational Scholarship and Innovation
Cofrancesco Jr. and colleagues describe a small grant program, modeled after the television show Shark Tank, where finalists present their proposals on innovative initiatives to improve education to four or five senior educator “sharks” in front of an educational conference audience.

Changes in Personal Relationships During Residency and Their Effect on Resident Wellness: A Qualitative Study
Law and colleagues find that erosion of personal relationships could affect resident wellness and lead to burnout. Educators must consider how educational programs impact relationships and the subsequent effects on resident wellness.

What’s In the Queue: A Sneak Peek

Here’s a preview of an upcoming Innovation Report by Kanade Shinkai, MD, PhD, Chen (Amy) Chen, MD, Brian S. Schwartz, MD, Helen Loeser, MD, MSc, Cynthia Ashe, and David M. Irby, PhD

Rethinking the Educator Portfolio: An Innovative Criteria-Based Model



Academic medical centers struggle to achieve parity in advancement and promotions between educators and discovery-oriented researchers in part because of a narrow definition of scholarship, lack of clear criteria for measuring excellence, and barriers to making educational contributions available for peer review. Despite recent progress in expanding scholarship definitions and identifying excellence criteria, these advances are not integrated into educator portfolio (EP) templates or curriculum vitae platforms.


From 2013 to 2015, a working group from the Academy of Medical Educators (AME) at the University of California, San Francisco (UCSF) designed a streamlined, criteria-based EP (EP 2.0) template highlighting faculty members’ recent activities in education and setting rigorous evaluation methods to enable educational scholarship to be objectively evaluated for academic advancement, AME membership, and professional development.


The EP 2.0 template was integrated into the AME application process, resulting in high overall satisfaction among candidates and the selection committee and positive feedback on the template’s transparency, ease of use, and streamlined format. In 2016, the EP 2.0 template was integrated into the campus-wide curriculum vitae platform and academic advancement system.

Next Steps

The authors plan to increase awareness of the EP 2.0 template by educating promotions committees and faculty at UCSF regarding the template and partnering with other institutions to disseminate it for use or modification. They also will plan to study the impact of the template on supporting educators by making their important scholarly contributions available for peer review, providing guidance for professional development, and decreasing disparities in promotions.

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