Academic Medicine Journal

📢 Have you seen our September issue yet? 📢 Here are some highlights: 1️⃣ Describing the Landscape of Medical Education Preprints on MedRxiv: Current Trends and Future Recommendations, by Lauren A. Maggio, PhD, Joseph A. Costello, MSIS, and Anthony R. Artino Jr, PhD 2️⃣A Guiding Model for Undergraduate Medical Education Well-Being Programs, by Elizabeth C. Lawrence, MD, Chantal Sheridan, PhD, Alicia Hurtado, MD, MA, Wei Wei Lee, MD, MPH, Michelle Lizotte-Waniewski, PhD, Margaret Rea, PhD, and Christa Zehle, MD 3️⃣Evaluating the Role of Competency-Based Behavioral Interviewing in Holistic Medical School Admissions, by Mario A. Davidson, PhD, MAS, MA, MS, Regina G. Russell, PhD, MA, MEd, Philip D. Walker, MLIS, MS, John A. Zic, MD, MMHC, Larry R. Churchill, PhD, D. Catherine Fuchs, MD, and Bonnie M. Miller, MD, MMHC Check out these articles and more at: https://ow.ly/8eNv50TobzT. #MedicalEducation #AcademicMedicine #Teaching #Learning #MedStudents

Get a SNEAK PEEK of “Gender Differences in Clinical Performance Assessment of Internal Medicine Residents: A Longitudinal Analysis of the Influence of Faculty and Trainee Gender” before the full text is available. This soon-to-be-published research report is by Robin Klein, MD, PhD, Katherine Julian, MD, Jennifer Koch, MD, and colleagues, for the Gender Equity in Medicine Workgroup. Purpose Competency-based medical education relies on equitable assessment. This study examined the influence of faculty and trainee gender on assessments of internal medicine (IM) resident performance over time. Method A longitudinal analysis of clinical performance assessments from 7 U.S. IM residency programs (July 2014–June 2019) was conducted. Core competency scores (patient care [PC], medical knowledge [MK], practice-based learning and improvement [PBLI], systems-based practice [SBP], professionalism [PROF], and interpersonal and communication skills [ICS]) were standardized across programs. Cross-classified mixed-effects linear regression evaluated the relationship between gender and standardized competency scores within training programs, while adjusting for multiple variables including IM In-Training Examination percentile rank. Results Data included 9,346 evaluations by 1,011 faculty (552 [55%] men, 459 [45%] women) for 664 residents (358 [54%] men, 306 [46%] women). Initially, women residents’ scores were significantly lower than men’s in PC (estimated difference [standard error] -0.097 [0.033], P = .004), MK (-0.145 [0.034], P < .001), and PBLI (-0.090 [0.040], P = .022). PC, MK, PBLI, and SBP scores increased more over time for women residents than men (PC: 0.050 [0.015], P = .001; MK: 0.052 [0.015], P = .001; PBLI: 0.036 [0.018], P = .048; SBP: 0.036 [0.016], P = .027). PROF and ICS scores were comparable across gender. There was a significant interaction between faculty gender and postgraduate year (PGY) across all competencies but none between resident gender, faculty gender, and PGY, indicating that men and women faculty rated residents differently over time but were consistent in how they rated men and women residents. Conclusions Gender-based assessment differences were variable across competencies and time. Women residents had lower scores initially but greater gains in “hard skill” (MK, PC, and PBLI) than in “soft skill” (ICS and PROF) competencies, suggesting assessment inequities. Efforts to ensure equitable assessment are needed. #meded #genderequity #womeninmedicine #assessment #residency

It's Women in Medicine Month! 👩⚕️🩺 To celebrate, check out our Women in Medicine and Science collection, featuring articles that are focused on the careers, advancement, mentoring, and leadership of women at medical schools. Check it out here: https://ow.ly/zjYR50TfJQH. #MedicalEducation #AcademicMedicine #WomenInMedicine #WIMMonth

The Need for Greater Transparency in Journal Submissions That Report Novel Machine Learning Models in Health Professions Education "Expectations and transparency regarding uses of ChatGPT in submissions to Academic Medicine have been articulated in previous editorials." In the September editorial, editors Laura Roberts MD, MA and Gustavo Patino, MD, PhD, discuss the need for greater detail in submissions that examine or describe implementations of novel machine learning models developed for applications in health professions education. Read the full editorial here: https://ow.ly/5vJP50TfCRa. #MedicalEducation #AcademicMedicine #ArtificialIntelligence #AI #Journal

Call for Cover Art: Now Open to September 30! To celebrate art from the academic medicine community, we have launched our fourth call for the Cover Art feature—now open to September 30, 2024! Whether you are a physician, resident, student, premed, or patient, your original art could be featured on the cover. As you’re preparing your work, consider these 5 tips for a successful Cover Art submission: 1. Be inspired by your academic medicine experience, but no need to represent it literally through realistic depictions of stethoscopes, anatomy, etc. Patient representations must be anonymized. 2. Use your required 250-word Artist’s Statement to explain your technical choices (medium, color, composition, etc.) and connect your art directly to one or more of the 5 missions of academic medicine: research, education, clinical care in an academic setting, community collaboration, or leadership. (Submissions without a clear connection to one of these missions may be disqualified.) 3. Consider using any medium—all are welcome—but remember to take a compelling 300 dpi high-resolution image of your sculpture, painting, textile work, or other non-digital media. No filters please. 4. Follow the cover specifications to ensure your artwork appears in full. Images should be 9” x 8” or 1260 x 1084 pixels, or they will be cropped at the editor’s discretion to fit the cover specifications. 5. Submit your original artwork and make sure you retain the copyright. You must upload a completed AAMC Artist Consent Form as part of your submission. Learn more: https://ow.ly/SI3650SLfXr. #art #artwork #artist #academicpublishing #academicmedicine #medicaleducation #callforsubmissions

Upcoming webinar 🖥 The Use of Artificial Intelligence (AI) Tools in the Scholarly Publishing Process: Considerations and Practical Suggestions for Scholars Join us Sept 10 at 1 pm ET for this free webinar in the Scholarly Publishing Webinar Series. Chhavi Chauhan, PhD, ELS, and Tom Ciavarella, will discuss the opportunities and challenges that AI affords to scholars and the scholarly publishing process. They’ll explore when and how scholars can use AI tools in writing up and publishing their research and scholarship, including considerations and practical suggestions for how to do so responsibly. All are invited to attend. Register now at https://lnkd.in/drPYGxFS. 

Trainees as Agents of Change: A Theory-Informed Model for Trainee-Driven Curricular Advocacy in Medical Education "While there are many examples of successful trainee-led curriculum reform efforts, the path to success remains unclear. To better understand the process of trainee-driven curricular advocacy, the author analyzes this process through the lens of ecological systems theory (EST) not only to provide readers with context for the barriers and facilitators to trainee-driven curricular advocacy but also to further medical education’s understanding of the sociopolitical forces influencing the process of trainee-driven curricular advocacy and reform through the lens of the trainee." Check out the full article here: https://ow.ly/4w0a50SSUuH. #MedicalEducation #AcademicMedicine #Curriculum #Advocacy #Trainee #AgentOfChange

Dive into disability inclusion in academic medicine with a new podcast trio! 🎧 Listen now at https://lnkd.in/dwiUtYQp 1️⃣ Accessibility and Inclusion in the Clinical Learning Environment Academic Medicine Podcast With Theresa Papich, MD, Lisa Meeks, PhD, MA, and Timothy Gilbert, MD 2️⃣ Episode 100: A Conversation about Wellness, Disability, and Intersectionality Docs With Disabilities Initiative Podcast With David J. Skorton, MD, Amy Addams, BA, and Mytien Nguyen, MS 3️⃣ Coming in September! Disability Inclusion in U.S. Medical Education  Academic Medicine Podcast With Neera R. Jain, PhD, MS, Erene Stergiopoulos, MD, MA, Andrea Leep Hunderfund, MD, MHPE, and Rosaysela Santos, PhD

Call for Cover Art: Open September 3 to September 30 Are you an artist? Do you have a passion for medical education? Mark your calendar! To showcase artwork from the academic medicine community, we are launching our fourth open call for Cover Art from September 3 to September 30. Whether you are a physician, resident, student, premed, or patient, your original art could be featured on the cover of Academic Medicine. Learn more: https://ow.ly/t0hE50SLfRf. #art #artwork #artist #academicpublishing #academicmedicine #medicaleducation #callforsubmissions

AMEE - The International Association for Health Professions Education 2024 is highlighting the promises and tensions of learner education handovers. Check out some of our articles and our podcast on this topic: 🔎 📑 Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover: https://ow.ly/hjEN50T2rrQ, 📑 The Power of One Word to Paint a Halo or a Horn: Demonstrating the Halo Effect in Learner Handover and Subsequent Evaluation: https://ow.ly/fVOP50T2rsH, 📑 Learner Education Handover: Moving Beyond Educational Silos: https://ow.ly/nB7g50T2ruo, and 🎧 Putting Learners in the Driver’s Seat for the Next Era of Assessment and Precision Education: https://ow.ly/bmyz50T2rwY. #MedicalEducation #AcademicMedicine #Learner #Education #Teaching #AMEE2024 #AMEE