Pilot study exploring the presence of leadership curricula in undergraduate medical education.

Introduction: The physician's role in the healthcare delivery system extends beyond patient care to include numerous critical leadership roles in healthcare. In addition to treating patients, physicians manage multidisciplinary teams and influence policies to optimise public health. Yet, leadership education is not currently emphasised as part of undergraduate medical education.

Studying moral distress and moral injury among inpatient and outpatient healthcare professionals during the COVID-19 pandemic.

COVID-19 increased moral distress (MD) and moral injury (MI) among healthcare professionals (HCPs). The purpose of this study was to examine MD and MI among inpatient and outpatient HCPs during March of 2022.The study sought to examine (1) the relationship between MD and MI; (2) the relationship between MD/MI and pandemic-related burnout and resilience; and (3) the degree to which HCPs experienced pandemic-related MD and MI based on background characteristics.

A Pilot Study Assessment of Medical Student Knowledge and System Citizenship Attitudes Pertaining to Health Systems Science.

Background And Purpose: Health system science (HSS) has been described as the third pillar of medical education. We introduced a new health system science and interprofessional practice (HSSIP) curriculum, and measured students' HSS knowledge and attitudes concerning health system citizenship.

Methods: This pilot study involved first-year (M1) and fourth-year (M4) medical students in two cohorts across 2 years.

Utilization of a New Customizable Scoring Tool to Recruit and Select Pulmonary/Critical Care Fellows.

Background: Finding the ideal candidate for a residency/fellowship program has always been difficult. Finding the "perfect" match has always been the ultimate goal. However, many factors affect obtaining that "perfect" match.

Evaluation of an Interprofessional Learning Experience for Telephone Consultations.

Background And Purpose: There is limited training for healthcare students in the performance of telephone consultations. To facilitate communication between healthcare professionals when face-to-face interactions are not possible, a telephone consultation simulation was developed. The simulation involved students in a doctor of physical therapy program and senior medical students.

Building Health Systems Science Education from the Core Domain of Interprofessional Education at Virginia Tech Carilion School of Medicine.

The Virginia Tech Carilion School of Medicine (VTCSOM) is a 4-year allopathic medical school in Roanoke, VA. The curriculum is organized into four learning domains: basic science, clinical science, research, and interprofessionalism (IPE). A recent curriculum renewal effort allowed the school to embark upon a redesign of the IPE learning domain to incorporate new core content from health systems science (HSS).

Piloting a patient safety and quality improvement co-curriculum.

: Despite the push for resident and faculty involvement in patient safety (PS) and quality improvement (QI), there is limited literature describing programs that train them to conduct PS/QI projects. : To determine the effectiveness of a co-learning PS/QI curriculum. : The authors implemented a co-learning (residents and faculty together) PS/QI curriculum within our general Internal Medicine program over 1 year.

Always on call: thoughts from a neophyte physician.

This commentary describes a new physician who encountered a patient in crisis in a nonmedical environment. It discusses professional obligations, ethical principles, errors committed, and reasoning behind such errors. Unusual circumstances, uncertainty about how to properly identify oneself as a physician, self-doubt, and discomfort with practicing outside one's scope of training are recognized as reasons behind these errors.

Reliability of the physical medicine and rehabilitation resident observation and competency assessment tool: a multi-institution study.

Objectives: To assess the psychometric qualities of a method of resident physician evaluation by faculty.

Design: Multicenter study by seven Physical Medicine and Rehabilitation training programs. Faculty physicians observed residents in brief patient encounters or teaching sessions, rated specific competencies, and provided residents with immediate feedback.

The development of physician confidence during surgical and medical internship.

Background: While much research has addressed physician competency, the development of confidence has not been studied. We sought to identify which elements of internship residents feel most contributed to building their confidence.

Methods: By anonymous survey, University of Pennsylvania residents rated 104 internship elements for contribution to building physician confidence and reported their subjective confidence during and since internship.

A conceptual model for program evaluation in graduate medical education.

The author provides (1) a brief overview of the literature concerning program evaluation as applied to medical education, (2) a task-oriented conceptual model for use by residency directors in planning for program evaluation of graduate medical education training programs, (3) an explanation of the term "outcomes evaluation" including distinguishing between types of educational outcomes, and (4) a description of a five-step process of implementing the conceptual model.Recent accreditation standards for graduate medical education programs require a shift from a process-oriented to an outcomes-oriented model of evaluation. Accordingly, residency program directors must ensure compliance by undertaking comprehensive program evaluation procedures that demonstrate educational outcomes.

Service learning in the medical curriculum: developing and evaluating an elective experience.

Background: Medical educators are seeking ways to nurture the service commitments of their medical students while promoting interactions with the communities they serve. Service learning is a pedagogy that links community service with academic experience.

Description: The University of Kentucky College of Medicine has developed and implemented an experiential service learning elective.

Spirituality in medicine: a comparison of medical students' attitudes and clinical performance.

Objective: The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks.

Methods: A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it.

Pilot study of a 360-degree assessment instrument for physical medicine & rehabilitation residency programs.

Objective: To perform a pilot test on a new format for multidisciplinary assessment of resident physicians' professionalism and clinical performance in acute inpatient rehabilitation settings.

Design: In this pilot study, a 26-item ratings instrument was developed for use by therapists, nurses, social workers, case managers, and psychologists to rate inpatient residents.

Results: A total of 421 ratings forms were returned over four academic years.

How we implemented a service-learning elective.

This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored.

Buzzwords in medical education: what they are, what they mean, and what we are doing about them at the University of Kentucky College of Medicine.

This article defines common buzzwords used to describe innovations in teaching medical students. As background for outlining the innovative educational programs in place at the University of Kentucky College of Medicine, the dual, or bimodal, missions of the College and their historical antecedents are presented. Definitions of important educational outcomes, or standards of achievement expected from University of Kentucky College of Medicine graduates, including professionalism, active learning, evidence-based medicine, and cultural diversity are given.