Beyond "Read More": An Intervention to Improve Faculty Written Feedback to Learners.

Background: High-quality feedback is necessary for learners' development. It is most effective when focused on behavior and should also provide learners with specific next steps and desired outcomes. Many faculty struggle to provide this high-quality feedback.

Successful Implementation of a Direct Observation Program in an Ambulatory Block Rotation.

Background: Direct observation of clinical skills is a cornerstone of competency-based education and training. Ensuring direct observation in a consistent fashion has been a significant challenge for residency programs.

Objective: The purpose of this study was to evaluate the effects of a novel evaluation system, designed to achieve ongoing direct observation of residents, examine changes in resident observation practices, and understand faculty attitudes toward direct observation and the evaluation system.

Development and preliminary evaluation of the resident coordinated-transitional care (RC-TraC) program: A sustainable option for transitional care education.

Older adults often face poor outcomes when transitioning from hospital to home. Although physicians play a key role in overseeing transitions, there is a lack of practice-based educational programs that prepare resident physicians to manage care transitions of older adults. An educational intervention to provide residents with real-life transitional care practice was therefore developed-Resident-coordinated Transitional Care (RC-TraC).

Post-Code PTSD Symptoms in Internal Medicine Residents Who Participate in Cardiopulmonary Resuscitation Events: A Mixed Methods Study.

Background: Internal medicine (IM) residents participate in cardiopulmonary resuscitation events (or "codes"), stressful events that involve the death or near death of patients. Experiencing traumatic stress can lead to posttraumatic stress disorder (PTSD).

Objective: We examined whether IM residents who participate in codes developed PTSD symptoms.