Stepwise Simulation Course Design Model: Survey Results from 16 Centers.

Background And Objectives: In 2016 we published a stepwise evidence-based model (subsequently named SimSteps) for curriculum development (CD) of simulation-based courses. The current study aimed to assess the uses, user friendliness, and perceived effectiveness of this model and its worksheet and to obtain suggestions for improvement.

Methods: We sent e-mail invitations for a 14-question web-based survey to 13 health professionals who requested the supplemental worksheet of the stepwise model and 11 authors who cited the model's publication in 14 articles.

Narrative Approach to Goals of Care Discussions: A Novel Curriculum.

Context: Innovative patient-centered approaches to goals of care (GOC) communication training are needed. Teaching a narrative approach, centered on the patient's unique story, is conceptually sound but has not been evaluated with respect to objective skills attainment. We developed a curriculum based on a novel, easily-remembered narrative approach to GOC, the 3-Act Model, and piloted it with a cohort of internal medicine (IM) interns.

From Modules to MOOCs: Application of the Six-Step Approach to Online Curriculum Development for Medical Education.

Online curricula can make high-quality health professions education accessible in virtually any setting. They can enhance teaching and learning by both standardizing curricular resources and individualizing curricular experiences. Despite growing demand for and institutional interest in online curricula for medical education, many medical educators lack a framework for online curriculum development.

How to identify and prioritize procedures suitable for simulation-based training: Experiences from general needs assessments using a modified Delphi method and a needs assessment formula.

Simulation-based training (SBT) is a revolutionary addition to the education of residents in different specialties. However, the selection of training programs is often reliant on commercially available equipment or on experiential notions, local interests or coincidence. The first step to developing training programs should be problem identification and general needs assessment to ensure that these are aligned with current trainee needs.

Clinical coaching: Evolving the apprenticeship model for modern housestaff.

Feedback is one of the core components of teaching in the clinical setting. Traditionally, this activity has emphasized observations made by senior physicians and delivered to medical trainees. However, the optimal approach to feedback remains uncertain, and the literature abounds with trainee-perceived inadequacies in feedback content, quality, and impact.

Qualitative synthesis and systematic review of otolaryngology in undergraduate medical education.

Objective: Although 25% of primary care complaints are otolaryngology related, otolaryngology instruction is not required in most medical schools. Our aim was to systematically review existing literature on the inclusion of otolaryngology in undergraduate medical education.

Data Sources: PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center.

A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach.

Background: Despite the rapid growth in the use of simulation in health professions education, courses vary considerably in quality. Many do not integrate efficiently into an overall school/program curriculum or conform to academic accreditation requirements. Moreover, some of the guidelines for simulation design are specialty specific.

Preparing culture change agents for academic medicine in a multi-institutional consortium: the C - change learning action network.

Introduction: Research suggests an ongoing need for change in the culture of academic medicine. This article describes the structure, activities and evaluation of a culture change project: the C - Change Learning Action Network (LAN) and its impact on participants. The LAN was developed to create the experience of a culture that would prepare participants to facilitate a culture in academic medicine that would be more collaborative, inclusive, relational, and that supports the humanity and vitality of faculty.

Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions.

Defiance, compliance, or alliance? How we developed a medical professionalism curriculum that deliberately connects to cultural context.

Background: In the age of globalization, non-Western medical educators seem too eager to conform to Western educational approaches and may, thereby, undermine the pursuit of local curricular needs.

Aims: To develop a medical professionalism curriculum that explicitly considered local cultural needs and social expectations.

Method: We used a systematic six-step approach to develop the curriculum.

Teaching and assessing technical proficiency in surgical subspecialty fellowships.

Objectives: To determine how programs are teaching and assessing procedural skills, and their perceived success.

Design: Cross-sectional survey.

Setting: Accreditation Council for Graduate Medical Education (ACGME) approved training programs in pediatric urology and colorectal surgery.

Stories from early-career women physicians who have left academic medicine: a qualitative study at a single institution.

Purpose: The number of women in academic medicine has steadily increased, although gender parity still does not exist and women leave academics at somewhat higher rates than men. The authors investigated the reasons why women leave careers in academic medicine.

Method: Semistructured, one-on-one interviews were conducted in 2007-2008 with 20 women physicians who had left a single academic institution to explore their reasons for opting out of academic careers.

The culture of academic medicine: faculty perceptions of the lack of alignment between individual and institutional values.

Background: Energized, talented faculty are essential to achieving the missions of academic medical centers (AMCs) in education, research and health care. The alignment of individuals' values with workplace experiences are linked to meaningfulness of work and productivity.

Objective: To determine faculty values and their alignment with institutional values.

Similarities and differences between international medical graduates and U.S. medical graduates at six Maryland community-based internal medicine residency training programs.

Purpose: Approximately 25% of practicing physicians in the United States are graduates of medical schools in other countries; they are called international medical graduates (IMGs). Their transition into the U.S.

Improving the diversity climate in academic medicine: faculty perceptions as a catalyst for institutional change.

Purpose: To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution's diversity climate, and to identify potential improvement strategies.

Method: The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression.

Results: Among 703 eligible faculty, 352 (50.

Predictive validity evidence for medical education research study quality instrument scores: quality of submissions to JGIM's Medical Education Special Issue.

Background: Deficiencies in medical education research quality are widely acknowledged. Content, internal structure, and criterion validity evidence support the use of the Medical Education Research Study Quality Instrument (MERSQI) to measure education research quality, but predictive validity evidence has not been explored.

Objective: To describe the quality of manuscripts submitted to the 2008 Journal of General Internal Medicine (JGIM) medical education issue and determine whether MERSQI scores predict editorial decisions.

Long-term follow-up of a 10-month programme in curriculum development for medical educators: a cohort study.

Context: There is an ongoing need for curriculum development (CD) in medical education. However, only a minority of medical teaching institutions provide faculty development in CD. This study evaluates the long-term impact of a longitudinal programme in curriculum development.

A systematic review of teamwork training interventions in medical student and resident education.

Background: Teamwork is important for improving care across transitions between providers and for increasing patient safety.

Objective: This review's objective was to assess the characteristics and efficacy of published curricula designed to teach teamwork to medical students and house staff.

Design: The authors searched MEDLINE, Education Resources Information Center, Excerpta Medica Database, PsychInfo, Cumulative Index of Nursing and Allied Health Literature, and Scopus for original data articles published in English between January 1980 and July 2006 that reported descriptions of teamwork training and evaluation results.

The impact of prompted narrative writing during internship on reflective practice: a qualitative study.

Narrative writing has been used to promote reflection and increased self-awareness among physicians. The purpose of this study was to determine the impact of prompted narrative writing on reflection. Thirty-two interns at 9 internal medicine residency programs participated in a year-long qualitative study about personal growth beginning in July of 2002.

Association between funding and quality of published medical education research.

Context: Methodological shortcomings in medical education research are often attributed to insufficient funding, yet an association between funding and study quality has not been established.

Objectives: To develop and evaluate an instrument for measuring the quality of education research studies and to assess the relationship between funding and study quality.

Design, Setting, And Participants: Internal consistency, interrater and intrarater reliability, and criterion validity were determined for a 10-item medical education research study quality instrument (MERSQI).

A ten-month program in curriculum development for medical educators: 16 years of experience.

Background: Despite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development.

Objective: To describe and evaluate a longitudinal mentored faculty development program in curriculum development.

Design: A 10-month curriculum development program operating one half-day per week of each academic year from 1987 through 2003.

Personal growth and its correlates during residency training.

Objectives: To explore the characteristics of and factors associated with personal growth during residency training.

Methods: In 2003, 359 house officers on 7 internal medicine residency training programmes in the USA were surveyed about their training experiences and issues related to their personal growth. Factor analysis and internal reliability testing were used to develop a 'personal growth scale'.