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Dolansky MA, Horvat Davey C, Moore SM. Research and Practice in Quality Improvement and Implementation Science: The Synergy for Change Model. J Nurs Care Qual 2024; 39:199-205. [PMID: 38232232 DOI: 10.1097/ncq.0000000000000760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
BACKGROUND Nurses play an essential role in the achievement of quality depicted by the Quintuple Aim to improve clinical outcomes, patient experience, equity, provider well-being, and reduction of costs. When quality gaps occur, practice change is required and is facilitated by quality improvement (QI) and implementation science (IS) methods. QI and IS research are required to advance our understanding of the mechanisms that explain how evidence is implemented and improvements are made. PROBLEM Despite past efforts of the evidence-based practice and QI movements, challenges persist in sustaining practice improvements and translating research findings to direct patient care. APPROACH The purpose of this article is to describe the Synergy for Change Model that proposes that both QI and IS research and practice be used to accelerate improvements in health care quality. CONCLUSIONS Recognizing the synergy of QI and IS practice and research will accelerate nursing's contributions to high-quality and safe care.
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Affiliation(s)
- Mary A Dolansky
- Author Affiliations: Hirsh Institute (Dr Dolansky); and Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio (Drs Dolansky, Horvat Davey, and Moore)
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Pelletier J, Li Y, Cloessner E, Sistenich V, Maxwell N, Thomas M, Stoner D, Mwenze B, Manguvo A. Bridging Gaps: A Quality Improvement Project for the Continuing Medical Education on Stick (CMES) Program. Cureus 2024; 16:e62657. [PMID: 39036234 PMCID: PMC11258952 DOI: 10.7759/cureus.62657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2024] [Indexed: 07/23/2024] Open
Abstract
BACKGROUND Aimed at bridging the gap in continuing medical education (CME) resource availability in low- and middle-income countries (LMICs), the "Continuing Medical Education on Stick" (CMES) program introduces two technological solutions: a universal serial bus (USB) drive and the CMES-Pi computer facilitating access to monthly updated CME content without data cost. Feedback from users suggests a lack of content on tropical infectious diseases (IDs) and content from a Western perspective, which may be less relevant in LMIC settings. METHODS This quality improvement project was intended to identify areas for improvement of the CMES database to better meet the educational needs of users. We compared the CMES content with the American Board of Emergency Medicine (ABEM) Exam content outline to identify gaps. The curriculum map of the CMES library, encompassing content from 2019 to 2024, was reviewed. An anonymous survey was conducted among 47 global users to gather feedback on unmet educational needs and suggestions for content improvements. All healthcare workers who were members of the CMES WhatsApp group were eligible to participate in the survey. RESULTS The curriculum map included 2,572 items categorized into 23 areas. The comparison with the ABEM outline identified gaps in several clinical areas, including procedures, traumatic disorders, and geriatrics, which were represented -5%, -5%, and -4% in the CMES library compared with the ABEM outline, respectively. Free responses from users highlighted a lack of content on practical skills, such as electrocardiogram (ECG) interpretation and management of tropical diseases. Respondents identified emergency medical services (EMS)/prehospital care (81%), diagnostic imaging (62%), and toxicology/pharmacology (40%) as the most beneficial areas for clinical practice. In response to feedback from users, new content was added to the CMES platform on the management of sickle cell disease and dermatologic conditions in darkly pigmented skin. Furthermore, a targeted podcast series called "ID for Users of the CMES Program (ID4U)" has been launched, focusing on tropical and locally relevant ID, with episodes now being integrated into the CMES platform. CONCLUSIONS The project pinpointed critical gaps in emergency medicine (EM) content pertinent to LMICs and led to targeted enhancements in the CMES library. Ongoing updates will focus on including more prehospital medicine, diagnostic imaging, and toxicology content. Further engagement with users and education on utilizing the CMES platform will be implemented to maximize its educational impact. Future adaptations will consider local relevance over the ABEM curriculum to better serve the diverse needs of global users.
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Affiliation(s)
- Jessica Pelletier
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - Yan Li
- Center for Information Systems and Technology, Claremont Graduate University, Claremont, USA
| | - Emily Cloessner
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | | | - Nicholas Maxwell
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - Manoj Thomas
- Business Management, University of Sydney, Darlington, AUS
| | - Deb Stoner
- Emergency Medicine, Evangelical Community Hospital, Lewisburg, USA
| | - Bethel Mwenze
- Emergency Medical Services, Samaritan Health Systems, Kampala, UGA
| | - Angellar Manguvo
- Department of Graduate Health Professions in Medicine, University of Missouri-Kansas City School of Medicine, Kansas City, USA
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Chiles JW. Improvement Is the Prize: Suggestions for Success. ATS Sch 2024; 5:337-338. [PMID: 38957486 PMCID: PMC11216304 DOI: 10.34197/ats-scholar.2024-0015le] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Accepted: 03/08/2024] [Indexed: 07/04/2024] Open
Affiliation(s)
- Joe W. Chiles
- Division of Pulmonary, Allergy, and Critical Care Medicine, University of
Alabama at Birmingham, Birmingham, Alabama
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Manspeaker SA, DeIuliis ED, Delehanty AD, McCann M, Zimmerman DE, O'Neil C, Shaffer J, Crytzer TM, Loughran MC. Impact of a Grand Rounds Interprofessional Workshop: student perceptions of interprofessional socialization and cultural humility. J Interprof Care 2024; 38:460-468. [PMID: 38126233 DOI: 10.1080/13561820.2023.2287671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 11/15/2023] [Indexed: 12/23/2023]
Abstract
While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p < .001, 95%], CCSAC [t (286) = 13.8, p < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p < .001, 95%], knowledge [t (285) = 9.5, p < .001, 95%], and skills [t (286) = 13.3, p < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.
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Affiliation(s)
| | | | | | - Michelle McCann
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - David E Zimmerman
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Christine O'Neil
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Joseph Shaffer
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | | | - Mary C Loughran
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
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Pelletier J, Ahn J, Golden A, Astemborski C, Lall MD, Kim A, Dimeo S. Creation of a National Emergency Medicine Medical Education Journal Club. Cureus 2024; 16:e54092. [PMID: 38496089 PMCID: PMC10942130 DOI: 10.7759/cureus.54092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2024] [Indexed: 03/19/2024] Open
Abstract
Background There are a relatively limited number of emergency medicine (EM) medical education (MedEd) fellowships with few trainees at each program, creating barriers to local collaboration and networking. While best practices for developing MedEd journal clubs exist, there has not been an established national EM MedEd journal club. To address this need, we created a national journal club, the Council of Residency Directors (CORD) MedEd Journal Club (MEJC), to facilitate collaboration and networking opportunities by providing a synchronous online journal club. Objectives Our primary objective was to create a network for collaboration across geographical barriers to form a virtual community of practice (CoP) around the shared domain of evidence-based MedEd. Our secondary objective was to improve MedEd fellows' knowledge, skills, and attitudes surrounding MedEd research. Tertiary objectives included (1) broadening fellow exposure to key topics within MedEd, (2) describing how to develop scholarly work within MedEd, and (3) filling a perceived need for building a national MedEd virtual CoP. Curricular design The concept and objectives of the CORD MEJC were introduced to fellows and fellowship directors through a national listserv in March of 2022. Fellows volunteered to lead virtual sessions via Zoom on a monthly basis. Session fellow leaders independently chose the topics and were asked to submit two to three journal club articles discussing the topic at least two weeks in advance of each session. No topics were repeated throughout the academic year. Impact/effectiveness Our quality improvement survey results indicated that the CORD MEJC is meeting its primary and secondary objectives. Survey results will be utilized as part of a continuous quality improvement initiative to enhance our program structure and curricula for the 2023-2024 academic year.
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Affiliation(s)
- Jessica Pelletier
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - James Ahn
- Emergency Medicine, University of Chicago, Chicago, USA
| | - Andrew Golden
- Emergency Medicine, University Hospitals Cleveland Medical Center, Cleveland, USA
| | | | - Michelle D Lall
- Emergency Medicine, Emory University School of Medicine, Atlanta, USA
| | - Albert Kim
- Emergency Medicine, Washington University School of Medicine, St. Louis, USA
| | - Sara Dimeo
- Emergency Medicine, Dignity Health, Chandler, USA
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Hirsh DA, Crampton PES, Osman NY. Applying self-determination theory to stem medical schools' clinical teacher sustainability crisis. MEDICAL EDUCATION 2024; 58:118-128. [PMID: 37593835 DOI: 10.1111/medu.15181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 07/14/2023] [Indexed: 08/19/2023]
Abstract
THE PROBLEM Medical schools require highly skilled and committed clinical faculty to teach, assess, supervise and mentor students' clinical care. Medical education is facing a crisis in recruiting and sustaining these clinical teachers. Faced with multiple demands and responsibilities in fast-paced clinical environments, teachers may not have the time, resources or stamina to sustain these critical roles. Medical school leaders must commit to and provide structures and processes to attract, sustain and retain clinical teachers. CONCEPTUAL FRAMEWORK The authors use the lens of self-determination theory to frame approaches to support teacher sustainability. Self-determination theory describes sources of human motivation. The theory and its evidence base characterise three human psychological needs: autonomy, competence, and relatedness. This theory can bridge individual psychological and institutional leadership perspectives to help medical school leaders anticipate and respond to their clinical teachers' needs. The authors propose three practical steps: practices to advance employee-centredness, processes to align individual and institutional values, and restructuring education to support clinical teachers' needs alongside student and patient needs. The authors describe limitations to this relational approach that focuses on leadership actions and consider individual agency as another key factor for sustainability. DISCUSSION Medical school leaders can develop and apply theory-driven approaches to advance sustainability. Sustainability now and in the future requires careful attention to the needs of clinical teachers and to their relationships with and within medical schools.
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Affiliation(s)
- David A Hirsh
- Harvard Medical School, Boston, Massachusetts, USA
- Department of Medicine, Cambridge Health Alliance, Cambridge, Massachusetts, USA
| | - Paul E S Crampton
- Health Professions Education Unit, Hull York Medical School, University of York, York, UK
| | - Nora Y Osman
- Harvard Medical School, Boston, Massachusetts, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
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Gardner TA, Breitbach EK, Limes JE, Connors GR, Berry AR, Longino AA, Shah S, Fainstad B, Miller TM, Ortiz-Lopez C, Fleshner M. A Quality Improvement Approach to Modification of a Point-of-Care Ultrasound Curriculum. ATS Sch 2023; 4:538-545. [PMID: 38196688 PMCID: PMC10773275 DOI: 10.34197/ats-scholar.2023-0018in] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 06/29/2023] [Indexed: 01/11/2024] Open
Abstract
Background There is increasing emphasis on resident involvement in quality improvement (QI) efforts, yet resident engagement in QI has remained low for many reasons. Although QI methods are classically applied to clinical processes, there are many opportunities to incorporate QI principles into curricular design and implementation. Objective Demonstrate the utility of QI methods when applied to curricular design and the implementation of a novel point-of-care ultrasound portfolio development and quality assurance program at a large internal medicine residency program. Methods We applied foundational QI methods, including process mapping, plan-do-study-act (PDSA) cycles, time-trap identification, run-chart analysis, and qualitative interviews throughout the curricular design and implementation phases to rapidly identify areas for improvement and perform timely tests of change. Results Fifty-one interns participated in the curriculum, submitting 731 images in the first trimester. Process mapping and submission review revealed that 29% of images were saved to the incorrect digital archive. Resident-reviewer interpretation concordance was present in 80.7% of submissions. In 95.2% of completed quality assurance cards, the same information was provided in the commentary feedback and the evaluator's checklists, representing a time trap. Interventions included restricting access to image archives and removing redundant fields from quality assurance cards. The time to feedback fell from 69.5 to 6.5 days, demonstrating nonrandom variation via run-chart analysis. Conclusion This pilot study demonstrates the successful application of QI methods to a novel point-of-care ultrasound curriculum. The systematic use of these methodologies in curricular design and implementation allows expeditious curricular improvement. Emphasizing the relevance of QI methods to subject matter beyond clinical processes may increase resident engagement in QI efforts.
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Affiliation(s)
| | | | | | | | - Andrew R. Berry
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
| | | | - Sneha Shah
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
| | - Brandon Fainstad
- Division of General Internal Medicine, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado
| | - Tyler M. Miller
- Division of Hospital Medicine, Rocky Mountain VA Medical Center
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Smith-Turchyn J, Hamilton J, Harris JE, Wojkowski S. Evaluation of virtual problem-based tutorials in healthcare professional education. Disabil Rehabil 2023:1-8. [PMID: 37837336 DOI: 10.1080/09638288.2023.2269841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 10/06/2023] [Indexed: 10/16/2023]
Abstract
PURPOSE To explore student and tutor perspectives on the learning efficacy of virtual, compared to in-person, problem-based tutorial (PBT) in occupational therapy, physiotherapy, and speech-language pathology health professional programs. MATERIALS AND METHODS This was a quality improvement study using a cross sectional survey at a single institution. Separate student and tutor surveys were disseminated online. Students received the survey at two timepoints, tutors received the survey at one timepoint. Descriptive statistics summarized quantitative survey questions. Chi-squared or Fischer's Exact analyses explored differences between in-person and virtual PBT. Exploratory analyses determined if associations amongst programs and/or between cohorts existed on variables of interest. Open-ended survey questions were analyzed using content analysis. RESULTS A total of 241 students and 85 tutors completed the survey. Results demonstrate most students and tutors were satisfied with the use of virtual tutorials (77%; 89% respectively) and felt that they were effective in exploring content within the PBT course. However, students in the most recent cohort rated virtual tutorials more highly (p = 0.01). CONCLUSIONS Virtual modes of PBT were successful in achieving course objectives and led to high satisfaction in users. Health professional programs can use this information when designing virtual problem-based tutorial courses in the post-pandemic era.
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Affiliation(s)
- Jenna Smith-Turchyn
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Justine Hamilton
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Jocelyn E Harris
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
| | - Sarah Wojkowski
- School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
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Umphrey L, Wathen J, Chambliss A, Kalata K, Morgan L, Moua M, Collesides A, Berman S. Pediatrics in Disasters: Evolution of a Hybrid Global Health Training Program During the COVID-19 Pandemic. Adv Pediatr 2023; 70:1-15. [PMID: 37422288 DOI: 10.1016/j.yapd.2023.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/10/2023]
Abstract
This report describes the Pediatrics in Disasters (PEDS) course during a novel hybrid in-person and virtual format due to the coronavirus disease 2019 pandemic. International and local faculty collaborated on 2021 precourse revisions and course facilitation for multinational in-person and virtual students. Student and facilitator 2021 surveys and 2019 to 2021 student feedback reported overall satisfaction with the course while suggesting needed improvements to maximize international and virtual student participation. The hybrid PEDS course structure successfully achieved course goals and incorporated international faculty. Lessons learned will guide future course revisions and fellow global health educators.
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Affiliation(s)
- Lisa Umphrey
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA; c/o Center for Global Health, Colorado School of Public Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA.
| | - Joseph Wathen
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA; c/o Center for Global Health, Colorado School of Public Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Amy Chambliss
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Kathryn Kalata
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Lucas Morgan
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Mary Moua
- c/o Center for Global Health, Colorado School of Public Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Alexa Collesides
- c/o Center for Global Health, Colorado School of Public Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
| | - Stephen Berman
- Department of Pediatrics, University of Colorado, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA; Department of Epidemiology, Colorado School of Public Health, c/o Center for Global Health, 13199 East Montview Boulevard, Suite 310, Aurora, CO, USA
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Hafer A, Kearse L, Pucher P, Lau J, Rege R, Johnson K, Sormalis C, Lee G, Sachdeva AK. A review of the American College of Surgeons accredited education institutes' assessment practices for learners, faculty, and continuous program improvement. GLOBAL SURGICAL EDUCATION : JOURNAL OF THE ASSOCIATION FOR SURGICAL EDUCATION 2023; 2:51. [PMID: 38013867 PMCID: PMC10113977 DOI: 10.1007/s44186-023-00132-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Revised: 04/09/2023] [Accepted: 04/10/2023] [Indexed: 11/29/2023]
Abstract
Purpose Simulation is an instructional modality that offers opportunities for assessment across many domains. The American College of Surgeons created the Accredited Education Institutes (AEIs) to build a community of high-quality simulation centers focused around improving surgical education and training. The goals of this project were to identify assessment methods used by AEIs, discuss how these methods align with established assessment frameworks, identify best practices, and provide guidance on best practice implementation. Methods The authors analyzed responses regarding learner assessment, faculty assessment, and continuous program improvement from AEI accreditations surveys using deductive qualitative analysis. Results Data from ninety-six centers were reviewed. Codes for each category were organized into formal and informal themes. For learner assessment, examinations and checklists identified as the most common types of formal assessment used and oral feedback as the most common type of informal assessment. For faculty assessment, written evaluations were the most common formal type and debriefs were the most common informal type. For continuous program improvement, written evaluations were the most common formal type and oral feedback was the most frequent informal type. Discussion The goal of assessment should be to encourage learning through feedback and to ensure the attainment of educational competencies. The data revealed a variety of assessment modalities used to accomplish this goal with AEIs frequently utilizing some of the most reliable forms of assessment. We discuss how these forms of assessment can be integrated with best practices to develop assessment portfolios for learners and faculty, performance improvement reports for faculty, and assessments of clinical impact. Supplementary Information The online version contains supplementary material available at 10.1007/s44186-023-00132-6.
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Affiliation(s)
- Ashley Hafer
- Department of Surgery, Naval Medical Center Portsmouth, 620 John Paul Jones Circle, Portsmouth, VA 23708 USA
| | - LaDonna Kearse
- Department of Surgery, Stanford University, Stanford, CA USA
| | - Philip Pucher
- Department of General Surgery, Portsmouth University Hospitals NHS Trust, Portsmouth, UK
| | - James Lau
- Department of Surgery, Loyola Medicine, Maywood, IL USA
| | - Robert Rege
- Department of Surgery, UT Southwestern Medical Center, Dallas, TX USA
| | - Kathleen Johnson
- Program for Accreditation of Education Institutes, American College of Surgeons, Chicago, IL USA
| | - Catherine Sormalis
- Program for Accreditation of Education Institutes, American College of Surgeons, Chicago, IL USA
| | - Gyusung Lee
- Simulation-Based Surgical Education and Training, Division of Education, American College of Surgeons, Chicago, IL USA
| | - Ajit K. Sachdeva
- Division of Education, American College of Surgeons, Chicago, IL USA
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Jeyakumar T, Karsan I, Williams B, Fried J, Kane G, Ambata-Villanueva S, Bennett A, McMahon GT, Paton M, Williams N, Younus S, Wiljer D. Paving the Way Forward for Evidence-Based Continuing Professional Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:53-57. [PMID: 37079386 DOI: 10.1097/ceh.0000000000000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
ABSTRACT Continuing professional development (CPD) fosters lifelong learning and enables health care providers to keep their knowledge and skills current with rapidly evolving health care practices. Instructional methods promoting critical thinking and decision making contribute to effective CPD interventions. The delivery methods influence the uptake of content and the resulting changes in knowledge, skills, attitudes, and behavior. Educational approaches are needed to ensure that CPD meets the changing needs of health care providers. This article examines the development approach and key recommendations embedded in a CE Educator's toolkit created to evolve CPD practice and foster a learning experience that promotes self-awareness, self-reflection, competency, and behavioral change. The Knowledge-to-Action framework was used in designing the toolkit. The toolkit highlighted three intervention formats: facilitation of small group learning, case-based learning, and reflective learning. Strategies and guidelines to promote active learning principles in CPD activities within different modalities and learning contexts were included. The goal of the toolkit is to assist CPD providers to design educational activities that optimally support health care providers' self-reflection and knowledge translation into their clinical environment and contribute to practice improvement, thus achieving the outcomes of the quintuple aim.
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Affiliation(s)
- Tharshini Jeyakumar
- Ms. Jeyakumar: Education Specialist, Digital Education, University Health Network, Toronto, Ontario, Canada. Ms. Karsan: Digital Education Analyst, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Williams: Clinical Program Director, Professional Renewal Center, Clinical Associate Professor, Department of Psychiatry, School of Medicine, University of Kansas, and Director of Education, Wales Behavioral Assessment, Lawrence, KS. Ms. Fried: Chair of the Strategic Affairs Committee, a Member of the Board of Directors and the Executive Committee, Society for Academic Continuing Medical Education, Los Angeles, CA. Dr. Kane: Professor Emeritus, Department of Radiation Oncology, University of Washington School of Medicine, Seattle, WA. Ms. Ambata-Villanueva: Manager, Digital Education, University Health Network, Toronto, Ontario, Canada.Ms. Bennett: Public Health Teaching Faculty and Student Outreach Coordinator at Nova Southeastern University's Dr. Kiran C. Patel College of Osteopathic Medicine, Ft.Lauderdale, FL. Dr. McMahon: President and CEO, Accreditation Council for Continuing Medical Education, Chicago, IL. Dr. Paton: Education Research Coordinator for Continuing Professional Development, Temerty Faculty of Medicine and a PhD Candidate in the Department of Leadership, Higher, and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada. Mr. Williams: Practice Manager, Professional Renewal Center® and CME Administrator for Wales Behavioral Assessment, Lawrence, KS. Ms. Younus: Research Associate, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Wiljer: Executive Director, Education Technology and Innovation, University Health Network, and Professor, Institute of Health Policy, Management and Evaluation & Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
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Fedoruk KA, Chan YK, Williams CE. Scholarship in anesthesiology: the role of critical appraisal, literature review, quality improvement, journal club, and presentation skills. Int J Obstet Anesth 2023; 54:103639. [PMID: 36841065 DOI: 10.1016/j.ijoa.2023.103639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 12/27/2022] [Accepted: 01/29/2023] [Indexed: 02/05/2023]
Abstract
If asked to describe the term "anesthesiologist scholar", one may receive a variety of definitions depending on the individual's area of practice, location in the world, and the generation in which they trained. In this article, we review the roles of five core elements that make an anesthesiologist a "scholar": skills in critical appraisal, literature review, quality improvement, journal club participation, and presentation delivery. Although this list of scholarly components is not comprehensive, review of each element's role in the everyday practice and training of physicians will offer insight into their evolution and may offer a glimpse into the future of anesthesiologist scholars. Overall, through the dissemination, recognition, and support of scholarship through these practices, we will continue to achieve meaningful outcomes for our patients and promote a culture of collaboration worldwide. We should ensure that these topic areas become a bedrock of medical education globally, and we must foster opportunities for those who have already completed training to develop and master these skills as a part of their clinical and academic practice.
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Affiliation(s)
- K A Fedoruk
- Center for Academic Medicine, Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, Palo Alto, CA, USA.
| | - Y K Chan
- Department of Anaesthesiology, Faculty of Medicine, University Malaya, Kuala Lumpur, Malaysia
| | - C E Williams
- Department of Anaesthesia, Cambridge University Hospitals NHS Foundation Trust, Addenbrooke's Hospital, Hills Road, Cambridge, UK
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Singh S, Meeks LM. Disability inclusion in medical education: Towards a quality improvement approach. MEDICAL EDUCATION 2023; 57:102-107. [PMID: 35837829 DOI: 10.1111/medu.14878] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 07/08/2022] [Accepted: 07/12/2022] [Indexed: 06/15/2023]
Abstract
THE ISSUE The shift to a more diverse workforce that includes physicians with disabilities has gained considerable international traction. Indeed, disability inclusion is experiencing a renaissance in medical education. However, the philosophy of disability inclusion must be adjusted from one where disabled trainees are viewed as problematic and having to 'overcome' disability to one where institutions anticipate and welcome disabled trainees as a normative part of a diverse community. OBSERVATIONS Most trainees with disabilities will enter an unregulated, uninformed system leaving them vulnerable to under-accommodation, systems barriers and lack of informed support. Further, the perception of the super human good doctor creates disincentives for candidates to disclose their disability, creating structural barriers that the system needs to address. A less often discussed contributor to health care inequities is the inadequate training of health professional educators on disability rights and disability competencies. Indeed, the lack of education, coupled with minimal exposure to disability outside of the hierarchical patient-provider relationship, perpetuates to stereotypes and biases that impact clinical care. APPROACH Disability inclusion has not been reviewed through the lens of quality improvement. To close this gap, we examine the state of the science through the lens of disability inclusion and offer considerations for a quality improvement approach in medical education that addresses the global revised trilogy of World Federation for Medical Education standards of quality improvement at all three levels of education, training and practice. CONCLUSION We propose a vision of systems-based disability-inclusive, accessible and equitable medical education using 9 of Deming's 14 points as applicable to medical education.
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Affiliation(s)
- Satendra Singh
- University College of Medical Sciences, University of Delhi, Delhi, India
| | - Lisa M Meeks
- Departments of Learning Health Sciences and Family Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Mohmand S, Monteiro S, Solomonian L. How are Medical Institutions Supporting the Well-being of Undergraduate Students? A Scoping Review. MEDICAL EDUCATION ONLINE 2022; 27:2133986. [PMID: 36268575 PMCID: PMC9590426 DOI: 10.1080/10872981.2022.2133986] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Medical students experience significant stress and impacts on mood due to multiple factors. Unmitigated stress impacts both physical and mental health while increasing the risk of unethical behavior. It is important for medical institutions to identify strategies that effectively reduce perceived stress and improve the well-being of their students. METHODS The authors undertook a scoping review of the literature to identify strategies implemented by medical educational programs to improve the well-being of medical students. RESULTS Of 1068 articles identified, 19 studies met the inclusion criteria. Interventions were categorized as mindfulness-based programs, reflection groups, curriculum changes, and 'miscellaneous.' All studies assessed outcomes of student stress/resilience, as well as additional domains including academic performance, mental health, and interpersonal skills. Some also assessed the acceptability of the intervention to students. CONCLUSIONS Despite the heterogeneity of interventions and outcome measures, a clear theme emerged that institutionally-provided strategies to promote student well-being tend to be effective when students opt into the program. It was noted that adding mandatory content or activities to a medical program without creating adequate space or support for it can have the opposite effect. Further high quality intervention studies involving randomization, blinding and rigorous controls are warranted.
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Affiliation(s)
- Shakila Mohmand
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Sasha Monteiro
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Leslie Solomonian
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
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Sullivan AM, Krupat E, Dienstag JL, McSparron JI, Pelletier SR, Fazio SB, Fleenor TJ, Dalrymple JL, Hundert EM, Schwartzstein RM. The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation. MEDICAL TEACHER 2022; 44:1268-1276. [PMID: 35764442 DOI: 10.1080/0142159x.2022.2081142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The Harvard Medical School Pathways curriculum represents a major reform effort. Our goals were to enhance reasoning and clinical skills and improve the learning environment and students' approach to learning via use of collaborative, case-based pedagogy; early clinical exposure; and enhanced approaches to teaching and evaluating clinical skills. We evaluated the impact of Pathways on key outcomes related to these goals. MATERIALS AND METHODS In this prospective, mixed-methods study, we compared the last prior-curriculum cohort (2014 matriculation, n = 135) and first new-curriculum cohort (2015 matriculation, n = 135). Measures included Likert-type surveys, focus groups, and test scores to assess outcomes. RESULTS Compared with prior-curriculum students, new-curriculum students reported higher mean preclerkship learning environment ratings (Educational Climate Inventory, 62.4 versus 51.9, p < 0.0001) and greater satisfaction with the quality of their preclerkship education (88% versus 73%, p = 0.0007). Mean USMLE Step-1 and Step-2 scores did not differ between groups. At graduation, new-curriculum students rated their medical school experience higher in 6 of 7 domains, including 'fostering a culture of curiosity and inquiry' (4.3 versus 3.9, p = 0.006) and focus on 'student-centered learning' (3.9 versus 3.4, p = 0.002). CONCLUSIONS The new curriculum outperformed or was equal to the prior one on most measures of learning environment and perceived quality of education, without a decline in medical knowledge or clinical skills. Robust longitudinal evaluation provided important feedback for ongoing curriculum improvement.
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Affiliation(s)
- Amy M Sullivan
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Edward Krupat
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Jules L Dienstag
- Department of Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA
| | - Jakob I McSparron
- Department of Medicine, University of Michigan School of Medicine, Ann Arbor, MI, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Sara B Fazio
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Thomas J Fleenor
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - John L Dalrymple
- Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, USA
| | - Edward M Hundert
- Global Health and Social Medicine and Medical Education at Harvard Medical School, Boston, MA, USA
| | - Richard M Schwartzstein
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
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16
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Hodgson K, Freeman D, Darling M. Developing Mentee Skills: A Curriculum Guide. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:423-431. [PMID: 35139004 DOI: 10.3138/jvme-2021-0037] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The transition to the practice period presents challenges for both new graduates and their employers. Mentorship can support veterinary students' preparation for their career and improve their transition to practice. To actively and productively engage in mentoring, veterinary colleges can prepare students to develop their skills as mentees. The Western College of Veterinary Medicine developed a pilot mentee skills training program, woven through students' 4-year professional education. The curriculum emphasizes self-directed learning skills and competencies essential for lifelong learning. The pilot curriculum, with learning tools, is presented here.
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Severance JJ, Hadley L, Butler Carroll T, Hartos J, Knebl JA. Quality improvement for age-friendly care: an experiential model for instructing medical students in system-based practice. GERONTOLOGY & GERIATRICS EDUCATION 2022:1-7. [PMID: 35475402 DOI: 10.1080/02701960.2022.2069763] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Early learning experiences in quality improvement (QI) can prepare medical students for practice in complex health systems and can improve processes of care for various groups, including older adult patients with multiple chronic conditions. We applied the Institute for Healthcare Improvement (IHI) Age-Friendly Health Systems 4Ms framework to a twelve-week geriatrics-focused QI project for third-year medical students training in rural medicine. Students (N = 40) conducted their projects at primary care practice sites and focused on the identified needs of older adult patients within the 4Ms framework areas of Mobility, Mentation, Medication, and What Matters. Students completed evaluation surveys to rate the usefulness of training and to self-assess knowledge and skills using five-point Likert-type items. Students (n = 23) reported increased knowledge and skills in conducting QI activities and improved understanding of the importance of improving processes and patient care. Such projects for QI training can support competency development in systems-based practice while also implementing practice frameworks for improving processes and patient care, such as the use of Age-Friendly practices and resources within a health care setting.
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Affiliation(s)
- Jennifer J Severance
- Department of Internal Medicine and Geriatrics, University of North Texas Health Science Center, Fort Worth, Texas, USA
| | - Lesca Hadley
- Department of Internal Medicine and Geriatrics, University of North Texas Health Science Center, Fort Worth, Texas, USA
| | - Traci Butler Carroll
- Department of Internal Medicine and Geriatrics, University of North Texas Health Science Center, Fort Worth, Texas, USA
| | - Jessica Hartos
- Cizik School of Nursing, University of Texas Health Science Center, Houston, Texas, USA
| | - Janice A Knebl
- Department of Internal Medicine and Geriatrics, University of North Texas Health Science Center, Fort Worth, Texas, USA
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18
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Ogunyemi D, Darwish AG, Young G, Cyr E, Lee C, Arabian S, Challakere K, Lee T, Wong S, Raval N. Graduate medical education-led continuous assessment of burnout and learning environments to improve residents' wellbeing. BMC MEDICAL EDUCATION 2022; 22:292. [PMID: 35436893 PMCID: PMC9016951 DOI: 10.1186/s12909-022-03366-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Accepted: 04/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Promoting residents' wellbeing and decreasing burnout is a focus of Graduate Medical Education (GME). A supportive clinical learning environment is required to optimize residents' wellness and learning. OBJECTIVE To determine if longitudinal assessments of burnout and learning environment as perceived by residents combined with applying continuous quality Model for Improvement and serial Plan, Do, Study, Act (PDSA) cycles to test interventions would improve residents' burnout. METHODS From November 2017 to January 2020, 271 GME residents in internal medicine, general surgery, psychiatry, emergency medicine, family medicine and obstetrics and gynecology, were assessed over five cycles by Maslach Burnout Inventory (MBI), and by clinical learning environment factors (which included personal/social relationships, self-defined burnout, program burnout support, program back-up support, clinical supervision by faculty, and sleep difficulties). The results of the MBI and clinical learning environment factors were observed and analyzed to determine and develop indicated Institutional and individual program interventions using a Plan, Do, Study, Act process with each of the five cycles. RESULTS The response rate was 78.34%. MBI parameters for all GME residents improved over time but were not statistically significant. Residents' positive perception of the clinical supervision by faculty was significantly and independently associated with improved MBI scores, while residents' self-defined burnout; and impaired personal relations perceptions were independently significantly associated with adverse MBI scores on liner regression. For all GME, significant improvements improved over time in residents' perception of impaired personal relationships (p < 0.001), self-defined burnout (p = 0.013), program burn-out support (p = 0.002) and program back-up support (p = 0.028). For the Internal Medicine Residency program, there were statistically significant improvements in all three MBI factors (p < 0.001) and in clinical learning environment measures (p = 0.006 to < 0.001). Interventions introduced during the PDSA cycles included organization-directed interventions (such as: faculty and administrative leadership recruitment, workflow interventions and residents' schedule optimization), and individual interventions (such as: selfcare, mentoring and resilience training). CONCLUSION In our study, for all GME residents, clinical learning environment factors in contrast to MBI factors showed significant improvements. Residents' positive perception of the clinical learning environment was associated with improved burnout measures. Residents in separate programs responded differently with one program reaching significance in all MBI and clinical learning environment factors measured. Continuous wellbeing assessment of all GME residents and introduction of Institutional and individual program interventions was accomplished.
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Affiliation(s)
- Dotun Ogunyemi
- Arrowhead Regional Medical Center, Colton, CA, USA.
- California University of Science & Medicine, Colton, CA, USA.
| | | | | | - Erica Cyr
- Arrowhead Regional Medical Center, Colton, CA, USA
| | - Carol Lee
- Arrowhead Regional Medical Center, Colton, CA, USA
| | - Sarkis Arabian
- Arrowhead Regional Medical Center, Colton, CA, USA
- California University of Science & Medicine, Colton, CA, USA
| | - Kedar Challakere
- Arrowhead Regional Medical Center, Colton, CA, USA
- California University of Science & Medicine, Colton, CA, USA
| | - Tommy Lee
- Arrowhead Regional Medical Center, Colton, CA, USA
- California University of Science & Medicine, Colton, CA, USA
| | - Shirley Wong
- Arrowhead Regional Medical Center, Colton, CA, USA
- California University of Science & Medicine, Colton, CA, USA
| | - Niren Raval
- Arrowhead Regional Medical Center, Colton, CA, USA
- California University of Science & Medicine, Colton, CA, USA
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Saleh M, Shugar A, Dodds A, Bismilla Z. Genetic simulation for high‐stakes conversations. CLINICAL TEACHER 2022; 19:229-234. [DOI: 10.1111/tct.13466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 12/06/2021] [Accepted: 01/11/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Maha Saleh
- Division of Genetics and Metabolism, Department of Pediatrics University of Western Ontario London Ontario Canada
| | - Andrea Shugar
- Division of Clinical and Metabolic Genetics, Department of Pediatrics University of Toronto Toronto Ontario Canada
- Department of Molecular Genetics University of Toronto Toronto Ontario Canada
| | - Alison Dodds
- Learning Institute Hospital for Sick Children Toronto Ontario Canada
| | - Zia Bismilla
- Division of Pediatric Medicine, Department of Pediatrics University of Toronto Toronto Ontario Canada
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20
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Solomon SR, Atalay AJ, Osman NY. Diversity Is Not Enough: Advancing a Framework for Antiracism in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1513-1517. [PMID: 34292192 DOI: 10.1097/acm.0000000000004251] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Medical students, residents, and faculty have begun to examine and grapple with the legacy and persistence of structural racism in academic medicine in the United States. Until recently, the discourse and solutions have largely focused on augmenting diversity across the medical education continuum through increased numbers of learners from groups underrepresented in medicine (UIM). Despite deliberate measures implemented by medical schools, residency programs, academic institutions, and national organizations, meaningful growth in diversity has not been attained. To the contrary, the UIM representation among medical trainees has declined or remained below the representation in the general population. Inequities continue to be observed in multiple domains of medical education, including grading, admission to honor societies, and extracurricular obligations. These inequities, alongside learners' experiences and calls for action, led the authors to conclude that augmenting diversity is necessary but insufficient to achieve equity in the learning environment. In this article, the authors advance a 4-step framework, built on established principles and practices of antiracism, to dismantle structural racism in medical education. They ground each step of the framework in the concepts and skills familiar to medical educators. By drawing parallels with clinical reasoning, medical error, continuous quality improvement, the growth mindset, and adaptive expertise, the authors show how learners, faculty, and academic leaders can implement the framework's 4 steps-see, name, understand, and act-to shift the paradigm from a goal of diversity to a stance of antiracism in medical education.
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Affiliation(s)
- Sonja R Solomon
- S.R. Solomon is instructor of medicine, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts
| | - Alev J Atalay
- A.J. Atalay is instructor of medicine, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts
| | - Nora Y Osman
- N.Y. Osman is assistant professor of medicine, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts
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21
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Sherbino J, Regehr G, Dore K, Ginsburg S. Tensions in describing competency-based medical education: a study of Canadian key opinion leaders. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1277-1289. [PMID: 33895905 DOI: 10.1007/s10459-021-10049-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
Abstract
The current discourse on competency-based medical education (CBME) is confounded by a lack of agreement on definitions and philosophical assumptions. This phenomenon impacts curriculum implementation, program evaluation and disrupts dialogue with the education community. The purpose of this study is to explore how Canadian key opinion leaders describe the philosophy and practice of CBME. A purposeful and snowball sample of Canadian key opinion leaders, reflecting diversity of institutions and academic roles, was recruited. A qualitative thematic analysis of semi-structured interviews was conducted using the principles of constructivist grounded theory. A modified integrated knowledge user checking process was accomplished via a national open meeting of educators, researchers, and leaders in postgraduate medical education. Research ethics board approval was received. 17 interviews were completed between September and November 2018. 43 participants attended the open meeting. There was no unified framing or definition of CBME; perspectives were heterogenous. Most participants struggled to identify a philosophy or theory that underpinned CBME. CBME was often defined by key operational practices, including an emphasis on work-based assessments and coaching relationships between learners and supervisors. CBME was articulated as addressing problems with current training models, including failure to fail, rigor in the structure of training and maintaining the social contract with the public. The unintended consequences of CBME included a reductionist framing of competence and concern for resident wellness with changes to the learning environment. This study demonstrates a heterogeneity in defining CMBE among Canadian key opinion leaders. Future work should explore the fidelity of implementation of CBME.
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Affiliation(s)
- Jonathan Sherbino
- Department of Medicine, McMaster Education Research, Innovation and Theory (MERIT) Program, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
- David Braley Health Science Centre, Rm 5003, 1280 Main St W., Hamilton, ON, L8S 4K1, Canada.
| | - Glenn Regehr
- Centre for Health Education Scholarship and Department of Surgery, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Kelly Dore
- Division of Innovation and Education, Department of Medicine, McMaster University, Hamilton, Canada
| | - Shiphra Ginsburg
- Department of Medicine, Wilson Centre for Research in Education, University of Toronto, Toronto, Canada
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22
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Mayo AL, Wong BM. Starting off on the right foot: providing timely feedback to learners in quality improvement education. BMJ Qual Saf 2021; 31:263-266. [PMID: 34551994 DOI: 10.1136/bmjqs-2021-013251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/21/2021] [Indexed: 11/04/2022]
Affiliation(s)
- Amanda L Mayo
- Division of Physical Medicine and Rehabilitation, Department of Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada.,Centre for Quality Improvement and Patient Safety (CQuIPS), Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Brian M Wong
- Centre for Quality Improvement and Patient Safety (CQuIPS), Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada .,Division of General Internal Medicine, Department of Medicine, Sunnybrook Health Sciences Centre, University of Toronto, Toronto, Ontario, Canada
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23
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Brown A, Goldman J, Wong BM. Using quality improvement to advance health professions education. CLINICAL TEACHER 2021; 18:627-629. [PMID: 34263535 DOI: 10.1111/tct.13397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 05/31/2021] [Accepted: 06/22/2021] [Indexed: 11/29/2022]
Affiliation(s)
- Allison Brown
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada.,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Joanne Goldman
- Centre for Quality Improvement and Patient Safety, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.,Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada.,Department of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Brian M Wong
- Centre for Quality Improvement and Patient Safety, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.,Department of Medicine, University of Toronto, Toronto, Ontario, Canada.,Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
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Thoma B, Ellaway RH, Chan TM. From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:S89-S95. [PMID: 34183609 DOI: 10.1097/acm.0000000000004092] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The transition to the assessment of entrustable professional activities as part of competency-based medical education (CBME) has substantially increased the number of assessments completed on each trainee. Many CBME programs are having difficulty synthesizing the increased amount of assessment data. Learning analytics are a way of addressing this by systematically drawing inferences from large datasets to support trainee learning, faculty development, and program evaluation. Early work in this field has tended to emphasize the significant potential of analytics in medical education. However, concerns have been raised regarding data security, data ownership, validity, and other issues that could transform these dreams into nightmares. In this paper, the authors explore these contrasting perspectives by alternately describing utopian and dystopian futures for learning analytics within CBME. Seeing learning analytics as an important way to maximize the value of CBME assessment data for organizational development, they argue that their implementation should continue within the guidance of an ethical framework.
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Affiliation(s)
- Brent Thoma
- B. Thoma is associate professor, Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, and clinician educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada; ORCID: https://orcid.org/0000-0003-1124-5786
| | - Rachel H Ellaway
- R.H. Ellaway is professor, Department of Community Health Sciences, and director, Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0002-3759-6624
| | - Teresa M Chan
- T.M. Chan is associate professor, Division of Emergency Medicine, Department of Medicine, assistant dean, Program for Faculty Development, Faculty of Health Sciences, and adjunct scientist, McMaster Education Research, Innovation, and Theory (MERIT) program, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6104-462X
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25
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Osman NY, Hirsh DA. The organizational growth mindset: Animating improvement and innovation in medical education. MEDICAL EDUCATION 2021; 55:416-418. [PMID: 33377544 DOI: 10.1111/medu.14446] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- Nora Y Osman
- Brigham and Women's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - David A Hirsh
- Harvard Medical School, Boston, MA, USA
- Cambridge Health Alliance, Cambridge, MA, USA
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26
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Haras C, Calhoun A, Olson APJ, Rosenberg M. Mindful Medical Education Online. MEDICAL SCIENCE EDUCATOR 2021; 31:863-872. [PMID: 33688449 PMCID: PMC7932687 DOI: 10.1007/s40670-021-01253-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic disrupted medical education. In-person classes and clinical rotations were urgently canceled, followed by a historic and unprecedented migration to online teaching. Most medical school courses were not designed to be fully online, and faculty and students are novices in the process. The purpose of this article is to provide recommendations for educators to optimize their approach to online curricular transformation. Mindful teaching online creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.
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Affiliation(s)
- Catherine Haras
- California State University Los Angeles, California Los Angeles, USA
| | - Austin Calhoun
- University of Minnesota Medical School, Minnesota Minneapolis, USA
| | - Andrew PJ Olson
- University of Minnesota Medical School, Minnesota Minneapolis, USA
| | - Mark Rosenberg
- University of Minnesota Medical School, Minnesota Minneapolis, USA
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27
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Woodruff JN. Solutionism: A study of rigour in complex systems. MEDICAL EDUCATION 2021; 55:12-15. [PMID: 32935354 DOI: 10.1111/medu.14377] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 09/01/2020] [Accepted: 09/03/2020] [Indexed: 06/11/2023]
Affiliation(s)
- James N Woodruff
- Pritzker School of Medicine, University of Chicago, Chicago, IL, USA
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28
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Ajjawi R, Eva KW. The problem with solutions. MEDICAL EDUCATION 2021; 55:2-3. [PMID: 33330986 DOI: 10.1111/medu.14413] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Accepted: 11/03/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Rola Ajjawi
- Deakin University, Melbourne, Vic., Australia
| | - Kevin W Eva
- University of British Columbia, Vancouver, BC, Canada
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