[ { "key": "DJ2CNFNP", "version": 179, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/DJ2CNFNP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/DJ2CNFNP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Epstein and Hundert", "parsedDate": "2002-01-09", "numChildren": 0 }, "data": { "key": "DJ2CNFNP", "version": 179, "itemType": "journalArticle", "title": "Defining and assessing professional competence", "creators": [ { "creatorType": "author", "firstName": "Ronald", "lastName": "Epstein" }, { "creatorType": "author", "firstName": "Edward", "lastName": "Hundert" } ], "abstractNote": "Current assessment formats for physicians and trainees reliably test core knowledge and basic skills. However, they may underemphasize some important domains of professional medical practice, including interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into clinical practice.\nTo propose a definition of professional competence, to review current means for assessing it, and to suggest new approaches to assessment.\nWe searched the MEDLINE database from 1966 to 2001 and reference lists of relevant articles for English-language studies of reliability or validity of measures of competence of physicians, medical students, and residents.\nWe excluded articles of a purely descriptive nature, duplicate reports, reviews, and opinions and position statements, which yielded 195 relevant citations.\nData were abstracted by 1 of us (R.M.E.). Quality criteria for inclusion were broad, given the heterogeneity of interventions, complexity of outcome measures, and paucity of randomized or longitudinal study designs.\nWe generated an inclusive definition of competence: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served. Aside from protecting the public and limiting access to advanced training, assessments should foster habits of learning and self-reflection and drive institutional change. Subjective, multiple-choice, and standardized patient assessments, although reliable, underemphasize important domains of professional competence: integration of knowledge and skills, context of care, information management, teamwork, health systems, and patient-physician relationships. Few assessments observe trainees in real-life situations, incorporate the perspectives of peers and patients, or use measures that predict clinical outcomes.\nIn addition to assessments of basic skills, new formats that assess clinical reasoning, expert judgment, management of ambiguity, professionalism, time management, learning strategies, and teamwork promise a multidimensional assessment while maintaining adequate reliability and validity. Institutional support, reflection, and mentoring must accompany the development of assessment programs.", "publicationTitle": "JAMA : the journal of the American Medical Association", "publisher": "", "place": "", "date": "January 9, 2002", "volume": "287", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "226-235", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "JAMA", "DOI": "10.1001/jama.287.2.226", "citationKey": "", "url": "http://dx.doi.org/10.1001/jama.287.2.226", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0098-7484", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "medical_education" }, { "tag": "professional_competence" } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/351160/items/JPANXTJB", "dc:replaces": "http://zotero.org/groups/351329/items/IU7DJPRM" }, "dateAdded": "2015-05-15T01:21:43Z", "dateModified": "2023-01-10T23:35:30Z" } }, { "key": "F8MB2IBM", "version": 183, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/F8MB2IBM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/F8MB2IBM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Warner et al.", "parsedDate": "2015-07-15", "numChildren": 3 }, "data": { "key": "F8MB2IBM", "version": 183, "itemType": "journalArticle", "title": "Faculty Promotion and Attrition: The Importance of Coauthor Network Reach at an Academic Medical Center", "creators": [ { "creatorType": "author", "firstName": "Erica T.", "lastName": "Warner" }, { "creatorType": "author", "firstName": "René", "lastName": "Carapinha" }, { "creatorType": "author", "firstName": "Griffin M.", "lastName": "Weber" }, { "creatorType": "author", "firstName": "Emorcia V.", "lastName": "Hill" }, { "creatorType": "author", "firstName": "Joan Y.", "lastName": "Reede" } ], "abstractNote": "BACKGROUND: Business literature has demonstrated the importance of networking and connections in career advancement. This is a little-studied area in academic medicine.\nOBJECTIVE: To examine predictors of intra-organizational connections, as measured by network reach (the number of first- and second-degree coauthors), and their association with probability of promotion and attrition.\nDESIGN: Prospective cohort study between 2008 and 2012.\nSETTING: Academic medical center.\nPARTICIPANTS: A total of 5787 Harvard Medical School (HMS) faculty with a rank of assistant professor or full-time instructor as of January 1, 2008.\nMAIN MEASURES: Using negative binomial models, multivariable-adjusted predictors of continuous network reach were assessed according to rank. Poisson regression was used to compute relative risk (RR) and 95 % confidence intervals (CI) for the association between network reach (in four categories) and two outcomes: promotion or attrition. Models were adjusted for demographic, professional and productivity metrics.\nKEY RESULTS: Network reach was positively associated with number of first-, last- and middle-author publications and h-index. Among assistant professors, men and whites had greater network reach than women and underrepresented minorities (p < 0.001). Compared to those in the lowest category of network reach in 2008, instructors in the highest category were three times as likely to have been promoted to assistant professor by 2012 (RR: 3.16, 95 % CI: 2.60, 3.86; p-trend <0.001) after adjustment for covariates. Network reach was positively associated with promotion from assistant to associate professor (RR: 1.82, 95 % CI: 1.32, 2.50; p-trend <0.001). Those in the highest category of network reach in 2008 were 17 % less likely to have left HMS by 2012 (RR: 0.83, 95 % CI 0.70, 0.98) compared to those in the lowest category.\nCONCLUSIONS: These results demonstrate that coauthor network metrics can provide useful information for understanding faculty advancement and retention in academic medicine. They can and should be investigated at other institutions.", "publicationTitle": "Journal of General Internal Medicine", "publisher": "", "place": "", "date": "Jul 15, 2015", "volume": "31", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "60-67", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Gen Intern Med", "DOI": "10.1007/s11606-015-3463-7", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s11606-015-3463-7", "accessDate": "", "PMID": "26173540", "PMCID": "", "ISSN": "1525-1497", "archive": "", "archiveLocation": "", "shortTitle": "Faculty Promotion and Attrition", "language": "ENG", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Internal Medicine", "type": 1 }, { "tag": "careers", "type": 1 }, { "tag": "faculty development", "type": 1 }, { "tag": "promotion", "type": 1 }, { "tag": "retention", "type": 1 } ], "collections": [], "relations": { "dc:replaces": 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351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/556NRU4A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/556NRU4A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "numChildren": 1 }, "data": { "key": "556NRU4A", "version": 174, "itemType": "webpage", "title": "Measuring the Impact of Longitudinal Faculty Development: A... : Academic Medicine", "creators": [], "abstractNote": "Purpose: Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School’s (HMS’s) Fellowship in Medical Education and evalua...", "websiteTitle": "LWW", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://journals.lww.com/academicmedicine/Fulltext/2016/12000/Measuring_the_Impact_of_Longitudinal_Faculty.28.aspx", "accessDate": "2016-12-21T12:22:22Z", "shortTitle": "Measuring the Impact of Longitudinal Faculty Development", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-12-21T12:22:22Z", "dateModified": "2016-12-21T12:22:22Z" } }, { "key": "QFJQWI7W", "version": 181, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/QFJQWI7W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/QFJQWI7W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Newman et al.", "parsedDate": "2015-11-24", "numChildren": 1 }, "data": { "key": "QFJQWI7W", "version": 181, "itemType": "journalArticle", "title": "Measuring the Impact of Longitudinal Faculty Development: A Study of Academic Achievement", "creators": [ { "creatorType": "author", "firstName": "Lori R.", "lastName": "Newman" }, { "creatorType": "author", "firstName": "Stephen R.", "lastName": "Pelletier" }, { "creatorType": "author", "firstName": "Beth A.", "lastName": "Lown" } ], "abstractNote": "PURPOSE: Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals.\nMETHOD: In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes.\nRESULTS: Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men.\nCONCLUSIONS: Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.", "publicationTitle": "Academic Medicine: Journal of the Association of American Medical Colleges", "publisher": "", "place": "", "date": "Nov 24, 2015", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Acad Med", "DOI": "10.1097/ACM.0000000000001016", "citationKey": "", "url": "", "accessDate": "", "PMID": "26606720", "PMCID": "", "ISSN": "1938-808X", "archive": "", "archiveLocation": "", "shortTitle": "Measuring the Impact of Longitudinal Faculty Development", "language": "eng", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-12-21T12:20:10Z", "dateModified": "2016-12-21T12:20:10Z" } }, { "key": "VNU8E2AC", "version": 172, "library": { "type": "group", "id": 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"version": 171, "parentItem": "HZSNIAS5", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2016-08-12T01:03:40Z", "url": "http://link.springer.com/article/10.1007%2Fs11606-016-3825-9", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-08-12T01:03:40Z", "dateModified": "2016-08-12T01:03:40Z" } }, { "key": "XKMIHQUB", "version": 171, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/XKMIHQUB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/XKMIHQUB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/HZSNIAS5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } } }, "data": { "key": "XKMIHQUB", "version": 171, "parentItem": "HZSNIAS5", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2016-08-12T01:03:40Z", "url": "http://link.springer.com/content/pdf/10.1007%2Fs11606-016-3825-9.pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-08-12T01:03:40Z", "dateModified": "2016-08-12T01:03:40Z" } }, { "key": "HZSNIAS5", "version": 171, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/HZSNIAS5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/HZSNIAS5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Long et al.", "parsedDate": "2016-08-03", "numChildren": 2 }, "data": { "key": "HZSNIAS5", "version": 171, "itemType": "journalArticle", "title": "Why Aren’t More Primary Care Residents Going into Primary Care? A Qualitative Study", "creators": [ { "creatorType": "author", "firstName": "Theodore", "lastName": "Long" }, { "creatorType": "author", "firstName": "Krisda", "lastName": "Chaiyachati" }, { "creatorType": "author", "firstName": "Olatunde", "lastName": "Bosu" }, { "creatorType": "author", "firstName": "Sohini", "lastName": "Sircar" }, { "creatorType": "author", "firstName": "Bradley", "lastName": "Richards" }, { "creatorType": "author", "firstName": "Megha", "lastName": "Garg" }, { "creatorType": "author", "firstName": "Kelly", "lastName": "McGarry" }, { "creatorType": "author", "firstName": "Sonja", "lastName": "Solomon" }, { "creatorType": "author", "firstName": "Rebecca", "lastName": "Berman" }, { "creatorType": "author", "firstName": "Leslie", "lastName": "Curry" }, { "creatorType": "author", "firstName": "John", "lastName": "Moriarty" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Huot" } ], "abstractNote": "ABSTRACT BACKGROUND Workforce projections indicate a potential shortage of up to 31,000 adult primary care providers by the year 2025. Approximately 80 % of internal medicine residents and nearly two-thirds of primary care internal medicine residents do not plan to have a career in primary care or general internal medicine. OBJECTIVE We aimed to explore contextual and programmatic factors within primary care residency training environments that may influence career choices. DESIGN This was a qualitative study based on semi-structured, in-person interviews. PARTICIPANTS Three primary care internal medicine residency programs were purposefully selected to represent a diversity of training environments. Second and third year residents were interviewed. APPROACH We used a survey guide developed from pilot interviews and existing literature. Three members of the research team independently coded the transcripts and developed the code structure based on the constant comparative method. The research team identified emerging themes and refined codes. ATLAS.ti was used for the analysis. KEY RESULTS We completed 24 interviews (12 second-year residents, and 12 third-year residents). The age range was 27–39 years. Four recurrent themes characterized contextual and programmatic factors contributing to residents’ decision-making: resident expectations of a career in primary care, navigation of the boundary between social needs and medical needs, mentorship and perceptions of primary care, and structural features of the training program. CONCLUSIONS Addressing aspects of training that may discourage residents from careers in primary care such as lack of diversity in outpatient experiences and resident frustration with their inability to address social needs of patients, and strengthening aspects of training that may encourage interests in careers in primary care such as mentorship and protected time away from inpatient responsibilities during primary care rotations, may increase the proportion of residents enrolled in primary care training programs who pursue a career in primary care.", "publicationTitle": "Journal of General Internal Medicine", "publisher": "", "place": "", "date": "2016/08/03", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "1-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J GEN INTERN MED", "DOI": "10.1007/s11606-016-3825-9", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s11606-016-3825-9", "accessDate": "2016-08-12T01:03:40Z", "PMID": "", "PMCID": "", "ISSN": "0884-8734, 1525-1497", "archive": "", "archiveLocation": "", "shortTitle": "Why Aren’t More Primary Care Residents Going into Primary Care?", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Internal Medicine", "type": 1 }, { "tag": "Meducation", "type": 1 }, { "tag": "Primary care", "type": 1 }, { "tag": "Qualitative research", "type": 1 }, { "tag": "Workforce", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-08-12T01:03:40Z", "dateModified": "2016-08-12T01:03:40Z" } }, { "key": "JAIMBQA5", "version": 181, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/JAIMBQA5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/JAIMBQA5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Regenstein et al.", "parsedDate": "2016-06-29", "numChildren": 2 }, "data": { "key": "JAIMBQA5", "version": 181, "itemType": "journalArticle", "title": "The Cost of Residency Training in Teaching Health Centers", "creators": [ { "creatorType": "author", "firstName": "Marsha", "lastName": "Regenstein" }, { "creatorType": "author", "firstName": "Kiki", "lastName": "Nocella" }, { "creatorType": "author", "firstName": "Mariellen Malloy", "lastName": "Jewers" }, { "creatorType": "author", "firstName": "Fitzhugh", "lastName": "Mullan" } ], "abstractNote": "Policymakers have long been concerned about the adequacy of the U.S. primary care workforce, especially in rural and low-income areas. In an effort to respond to increased demand for primary care services from new private health insurance markets and Medicaid coverage expansions under the Affordable Care Act (ACA), Congress authorized the creation of the Teaching Health Center (THC) Graduate Medical Education (GME) program, a $230-million, 5-year initiative that began in 2011.1 The program was designed to increase the number of primary care physicians and dentists trained in community-based settings, on the basis of the well-documented principle that doing so will . . .\nResident and faculty reimbursements account for 56% of residency expenses, and educational and administrative costs make up the balance (see pie chartDistribution of Expenses Associated with THC Residency Training, Academic Year 2013–2014.). The median expense for all programs was $244,730 per resident in academic year 2013–2014. After factoring in both revenues and expenses, and adjusting for factors related to program maturity and cost of living, we estimate the median net cost of training a resident in a THC in fiscal year 2017 to be $157,602.", "publicationTitle": "New England Journal of Medicine", "publisher": "", "place": "", "date": "June 29, 2016", "volume": "0", "issue": "0", "section": "", "partNumber": "", "partTitle": "", "pages": "null", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1056/NEJMp1607866", "citationKey": "", "url": "http://dx.doi.org/10.1056/NEJMp1607866", "accessDate": "2016-08-02T17:30:17Z", "PMID": "27376580", "PMCID": "", "ISSN": "0028-4793", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-08-02T17:30:17Z", "dateModified": "2016-08-02T17:34:46Z" } }, { "key": "F6UQ2VFB", "version": 169, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/F6UQ2VFB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/F6UQ2VFB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/JAIMBQA5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } } }, "data": { "key": "F6UQ2VFB", "version": 169, "parentItem": "JAIMBQA5", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2016-08-02T17:30:17Z", "url": "http://www.nejm.org/doi/full/10.1056/NEJMp1607866?af=R&rss=currentIssue", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-08-02T17:30:17Z", "dateModified": "2016-08-02T17:30:17Z" } }, { "key": "PE6D8EX6", "version": 169, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/PE6D8EX6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/PE6D8EX6", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/JAIMBQA5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } } }, "data": { "key": "PE6D8EX6", "version": 169, "parentItem": "JAIMBQA5", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2016-08-02T17:30:17Z", "url": "http://www.nejm.org/doi/pdf/10.1056/NEJMp1607866", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-08-02T17:30:17Z", "dateModified": "2016-08-02T17:30:17Z" } }, { "key": "WG4QSWZU", "version": 168, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/WG4QSWZU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/WG4QSWZU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Jones et al.", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "WG4QSWZU", "version": 168, "itemType": "journalArticle", "title": "A Mixed-Methods Investigation of the Motivations, Goals, and Aspirations of Male and Female Academic Medical Faculty:", "creators": [ { "creatorType": "author", "firstName": "Rochelle DeCastro", "lastName": "Jones" }, { "creatorType": "author", "firstName": "Kent A.", "lastName": "Griffith" }, { "creatorType": "author", "firstName": "Peter A.", "lastName": "Ubel" }, { "creatorType": "author", "firstName": "Abigail", "lastName": "Stewart" }, { "creatorType": "author", "firstName": "Reshma", "lastName": "Jagsi" } ], "abstractNote": "Purpose: Understanding the goals and aspirations of the physician–scientist workforce can inform policies to promote retention. The authors explored gender differences therein, given women’s increasing representation.\n\nMethod: In 2010–2011, the authors qualitatively analyzed interviews with 100 former recipients of National Institutes of Health career development awards and 28 of their mentors. They also compared survey responses of 1,267 clinician–investigators who received these awards from 2006 to 2009, using logistic regression to evaluate gender differences after adjusting for other characteristics.\n\nResults: Interview participants described relatively consistent career goals, including scientific contribution and desire to positively affect lives through research, clinical care, and teaching. For many, the specific ways they sought to achieve and measure goal attainment evolved over time. Survey respondents endorsed a goal of publishing high-quality research with highest frequency (97.3%, no significant gender difference). Women were more likely to endorse the importance of balancing work and other activities (95.5% vs. 90.5%, P < .001). There were no significant gender differences in the importance of patient care (86.6%), teaching (71.6%), or publishing prolifically (64.9%). Men were more likely than women to consider salary (49.4% vs. 41.8%, P < .001), reputation (84.2% vs. 77.6%, P = .004), and leadership positions (38.9% vs. 34.3%, P = .03) important.\n\nConclusions: In an elite research-oriented sample, gender differences in initial aspirations were generally limited. Gender differences in career outcomes in such groups are unlikely to exclusively result from different baseline aspirations. Goals appear to evolve in response to challenges experienced.", "publicationTitle": "Academic Medicine", "publisher": "", "place": "", "date": "08/2016", "volume": "91", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "1089-1097", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1097/ACM.0000000000001244", "citationKey": "", "url": "http://content.wkhealth.com/linkback/openurl?sid=WKPTLP:landingpage&an=00001888-201608000-00022", "accessDate": "2016-08-02T11:52:11Z", "PMID": "", "PMCID": "", "ISSN": "1040-2446", "archive": "", "archiveLocation": "", "shortTitle": "A Mixed-Methods Investigation of the Motivations, Goals, and Aspirations of Male and Female Academic Medical Faculty", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-08-02T11:52:11Z", "dateModified": "2016-08-02T11:55:23Z" } }, { "key": "VPKEKXU6", "version": 164, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/VPKEKXU6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/VPKEKXU6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Thibault", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "VPKEKXU6", "version": 164, "itemType": "journalArticle", "title": "Women in Academic Medicine:", "creators": [ { "creatorType": "author", "firstName": "George E.", "lastName": "Thibault" } ], "abstractNote": "", "publicationTitle": "Academic Medicine", "publisher": "", "place": "", "date": "08/2016", "volume": "91", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "1045-1046", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1097/ACM.0000000000001273", "citationKey": "", "url": "http://content.wkhealth.com/linkback/openurl?sid=WKPTLP:landingpage&an=00001888-201608000-00011", "accessDate": "2016-08-02T11:47:14Z", "PMID": "", "PMCID": "", "ISSN": "1040-2446", "archive": "", "archiveLocation": "", "shortTitle": "Women in Academic Medicine", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-08-02T11:47:14Z", "dateModified": "2016-08-02T11:47:14Z" } }, { "key": "TXDCTM9B", "version": 182, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/TXDCTM9B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/TXDCTM9B", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Roy et al.", "parsedDate": "2016-04-15", "numChildren": 1 }, "data": { "key": "TXDCTM9B", "version": 182, "itemType": "journalArticle", "title": "For the General Internist: A Summary of Key Innovations in Medical Education", "creators": [ { "creatorType": "author", "firstName": "Brita", "lastName": "Roy" }, { "creatorType": "author", "firstName": "Shobhina G.", "lastName": "Chheda" }, { "creatorType": "author", "firstName": "Carol", "lastName": "Bates" }, { "creatorType": "author", "firstName": "Kathel", "lastName": "Dunn" }, { "creatorType": "author", "firstName": "Reena", "lastName": "Karani" }, { "creatorType": "author", "firstName": "Lisa L.", "lastName": "Willett" } ], "abstractNote": "We conducted a review of published medical education articles to identify high-quality research and innovation relevant to educators in general medicine. Our review team consisted of six general internists with expertise in medical education and a professional medical librarian. We manually searched 15 journals in pairs (a total of 3062 citations) for original research articles in medical education published in 2014. Each pair of reviewers independently rated the relevance, importance, and generalizability of articles on medical education in their assigned journals using a 27-point scale (maximum of 9 points for each characteristic). From this list, each team member independently reviewed the 22 articles that received a score of 20 or higher from both initial reviewers, and for each selected article rated the quality and global relevance for the generalist educator. We included the seven top-rated articles for presentation in this review, and categorized the studies into four general themes: continuity clinic scheduling, remediation, interprofessional education, and quality improvement and patient safety. We summarized key findings and identified significant limitations of each study. Further studies assessing patient outcomes are needed to strengthen the literature in medical education. This summary of relevant medical education articles can inform future research, teaching, and practice.", "publicationTitle": "Journal of General Internal Medicine", "publisher": "", "place": "", "date": "Apr 15, 2016", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Gen Intern Med", "DOI": "10.1007/s11606-016-3669-3", "citationKey": "", "url": "", "accessDate": "", "PMID": "27084757", "PMCID": "", "ISSN": "1525-1497", "archive": "", "archiveLocation": "", "shortTitle": "For the General Internist", "language": "ENG", "libraryCatalog": "PubMed", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "medical education", "type": 1 }, { "tag": "medical education—graduate", "type": 1 }, { "tag": "medical education—undergraduate", "type": 1 }, { "tag": "review", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-04-19T19:28:58Z", "dateModified": "2016-04-19T19:28:58Z" } }, { "key": "T3QN96VG", "version": 161, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/T3QN96VG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/T3QN96VG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/TXDCTM9B", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } } }, "data": { "key": "T3QN96VG", "version": 161, "parentItem": "TXDCTM9B", "itemType": "attachment", "linkMode": "linked_url", "title": "PubMed entry", "accessDate": "2016-04-19T19:28:58Z", "url": "http://www.ncbi.nlm.nih.gov/pubmed/27084757", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-04-19T19:28:58Z", "dateModified": "2016-04-19T19:28:58Z" } }, { "key": "5JDKW687", "version": 151, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/5JDKW687", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/5JDKW687", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/8EVQD5BI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": 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"https://www.zotero.org/groups/medical_education_and_faculty_development/items/MDGWNBSA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/351329/items/8EVQD5BI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } } }, "data": { "key": "MDGWNBSA", "version": 151, "parentItem": "8EVQD5BI", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2016-04-19T19:20:13Z", "url": "http://link.springer.com/article/10.1007%2Fs11606-016-3611-8", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-04-19T19:20:13Z", "dateModified": "2016-04-19T19:20:13Z" } }, { "key": "8EVQD5BI", "version": 151, "library": { "type": "group", "id": 351329, "name": "Medical education and faculty development", "links": { "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/351329/items/8EVQD5BI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/medical_education_and_faculty_development/items/8EVQD5BI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2444299, "username": "Eugenia Siegler", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/eugenia_siegler", "type": "text/html" } } }, "creatorSummary": "Post et al.", "parsedDate": "2016-02-22", "numChildren": 2 }, "data": { "key": "8EVQD5BI", "version": 151, "itemType": "journalArticle", "title": "Rating the Quality of Entrustable Professional Activities: Content Validation and Associations with the Clinical Context", "creators": [ { "creatorType": "author", "firstName": "Jason A.", "lastName": "Post" }, { "creatorType": "author", "firstName": "Christopher M.", "lastName": "Wittich" }, { "creatorType": "author", "firstName": "Kris G.", "lastName": "Thomas" }, { "creatorType": "author", "firstName": "Denise M.", "lastName": "Dupras" }, { "creatorType": "author", "firstName": "Andrew J.", "lastName": "Halvorsen" }, { "creatorType": "author", "firstName": "Jay N.", "lastName": "Mandrekar" }, { "creatorType": "author", "firstName": "Amy S.", "lastName": "Oxentenko" }, { "creatorType": "author", "firstName": "Thomas J.", "lastName": "Beckman" } ], "abstractNote": "ABSTRACT BACKGROUND Entrustable professional activities (EPAs) have been developed to assess resident physicians with respect to Accreditation Council for Graduate Medical Education (ACGME) competencies and milestones. Although the feasibility of using EPAs has been reported, we are unaware of previous validation studies on EPAs and potential associations between EPA quality scores and characteristics of educational programs. OBJECTIVES Our aim was to validate an instrument for assessing the quality of EPAs for assessment of internal medicine residents, and to examine associations between EPA quality scores and features of rotations. DESIGN This was a prospective content validation study to design an instrument to measure the quality of EPAs that were written for assessing internal medicine residents. PARTICIPANTS Residency leadership at Mayo Clinic, Rochester participated in this study. This included the Program Director, Associate program directors and individual rotation directors. INTERVENTIONS The authors reviewed salient literature. Items were developed to reflect domains of EPAs useful for assessment. The instrument underwent further testing and refinement. Each participating rotation director created EPAs that they felt would be meaningful to assess learner performance in their area. These 229 EPAs were then assessed with the QUEPA instrument to rate the quality of each EPA. MAIN MEASURES Performance characteristics of the QUEPA are reported. Quality ratings of EPAs were compared to the primary ACGME competency, inpatient versus outpatient setting and specialty type. KEY RESULTS QUEPA tool scores demonstrated excellent reliability (ICC range 0.72 to 0.94). Higher ratings were given to inpatient versus outpatient (3.88, 3.66; p = 0.03) focused EPAs. Medical knowledge EPAs scored significantly lower than EPAs assessing other competencies (3.34, 4.00; p < 0.0001). CONCLUSIONS The QUEPA tool is supported by good validity evidence and may help in rating the quality of EPAs developed by individual programs. 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"version": 140, "itemType": "journalArticle", "title": "Training physicians to provide high-value, cost-conscious care: A systematic review", "creators": [ { "creatorType": "author", "name": "Stammen LA" }, { "creatorType": "author", "name": "Stalmeijer RE" }, { "creatorType": "author", "name": "Paternotte E" }, { "creatorType": "author", "name": "et al" } ], "abstractNote": "Importance \nIncreasing health care expenditures are taxing the sustainability of the health care system. Physicians should be prepared to deliver high-value, cost-conscious care.Objective\nTo understand the circumstances in which the delivery of high-value, cost-conscious care is learned, with a goal of informing development of effective educational interventions.Data Sources\nPubMed, EMBASE, ERIC, and Cochrane databases were searched from inception until September 5, 2015, to identify learners and cost-related topics.Study Selection\nStudies were included on the basis of topic relevance, implementation of intervention, evaluation of intervention, educational components in intervention, and appropriate target group. There was no restriction on study design.Data Extraction and Synthesis\nData extraction was guided by a merged and modified version of a Best Evidence in Medical Education abstraction form and a Cochrane data coding sheet. Articles were analyzed using the realist review method, a narrative review technique that focuses on understanding the underlying mechanisms in interventions. Recurrent patterns were identified in the data through thematic analyses. Resulting themes were discussed within the research team until consensus was reached.Main Outcomes and Measures\nMain outcomes were factors that promote education in delivering high-value, cost-conscious care.Findings\nThe initial search identified 2650 articles; 79 met the inclusion criteria, of which 14 were randomized clinical trials. The majority of the studies were conducted in North America (78.5%) using a pre-post interventional design (58.2%; at least 1619 participants); they focused on practicing physicians (36.7%; at least 3448 participants), resident physicians (6.3%; n = 516), and medical students (15.2%; n = 275). Among the 14 randomized clinical trials, 12 addressed knowledge transmission, 7 reflective practice, and 1 supportive environment; 10 (71%) concluded that the intervention was effective. The data analysis suggested that 3 factors aid successful learning: (1) effective transmission of knowledge, related, for example, to general health economics and prices of health services, to scientific evidence regarding guidelines and the benefits and harms of health care, and to patient preferences and personal values (67 articles); (2) facilitation of reflective practice, such as providing feedback or asking reflective questions regarding decisions related to laboratory ordering or prescribing to give trainees insight into their past and current behavior (56 articles); and (3) creation of a supportive environment in which the organization of the health care system, the presence of role models of delivering high-value, cost-conscious care, and a culture of high-value, cost-conscious care reinforce the desired training goals (27 articles).Conclusions and Relevance\nResearch on educating physicians to deliver high-value, cost-conscious care suggests that learning by practicing physicians, resident physicians, and medical students is promoted by combining specific knowledge transmission, reflective practice, and a supportive environment. These factors should be considered when educational interventions are being developed.", "publicationTitle": "JAMA", "publisher": "", "place": "", "date": "December 8, 2015", "volume": "314", "issue": "22", "section": "", "partNumber": "", "partTitle": "", "pages": "2384-2400", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "JAMA", "DOI": "10.1001/jama.2015.16353", "citationKey": "", "url": "http://dx.doi.org/10.1001/jama.2015.16353", "accessDate": "2015-12-15T12:38:51Z", "PMID": "", "PMCID": "", "ISSN": "0098-7484", "archive": "", "archiveLocation": "", "shortTitle": "Training physicians to provide high-value, cost-conscious care", "language": "", "libraryCatalog": "Silverchair", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-12-15T12:38:51Z", "dateModified": "2015-12-15T12:38:51Z" } } ]