What’s New and In the Queue for Academic Medicine

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What’s New: A Preview of the February Issue
The February 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. The issue includes a cluster of articles on entrustment; other highlights include:

Health Care Transformation: A Strategy Rooted in Data and Analytics
In this New Conversations piece, Koster and colleagues review three examples of the transformational force of data and analytics to improve health care and examine academic medicine’s vital role in guiding the needed changes.

Amending Miller’s Pyramid to Include Professional Identity Formation
To ensure the development of professional identity is included in the structured assessment of medical competencies, Cruess and colleagues propose that a fifth level (“Is”) be added at the apex of Miller’s pyramid.

Attention-Deficit/Hyperactivity Disorder and Successful Completion of Anesthesia Residency: A Case Report
Fitzsimons and colleagues discuss how trainees’ cognitive disabilities may impede learning. Accommodations and follow-up for one trainee’s unique learning practices are described; perspectives of trainee, program director, and clinical competency director are considered.

Wisdom in Medicine: What Helps Physicians After a Medical Error?
Plews-Ogan and colleagues interview doctors who coped well with medical error. These doctors provide insights that might highlight specific ways to help clinicians not simply avoid devastating professional outcomes after making a mistake but develop wisdom.

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

Faculty Development in Veteran-Centered Care: Where Soldiers Really Come From
Monica L. Lypson, MD, MHPE, Paula T. Ross, PhD, Natalie Zimmerman, Kathryn E. Goldrath, and Divy Ravindranath, MD, MS


U.S. service members returning from Iraq and Afghanistan over the past decade have challenged the health system to improve care for this growing population. Delivering military culturally competent and veteran-centered care is, and will continue to be, important for all veteran patients, both within and outside the VA health care system.

In fall 2013, we developed and implemented a faculty development workshop for practicing clinicians using the award-winning documentary, Where Soldiers Come From. The workshop focused on the service member trajectory, invisible wounds of war—primarily traumatic brain injury and post-traumatic stress disorder—and sources of health care disparities for veterans.

The workshop has been delivered to nearly 40 health care providers (physicians and nurse practitioners) in Veterans Health Administration settings. The evaluation results indicate that 78.2% of participants felt the workshop activities changed their knowledge/attitudes/skills, 64.7% stated they had a better understanding of how to develop a care plan for veterans, and 79.4% of participants stated they gained a better understanding of how to prepare for issues around returning veterans.

Next Steps
The delivery of veteran-centered care fosters excellence in health care and has become increasingly important with the surge of returning military personnel. To address the issue of veteran-centered care education more broadly, the authors have developed a massive open online course for health professionals using most of the content from this workshop which will be offered in spring 2016.

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