Supporting Care Transformation Through a Comprehensive Graduate Medical Education Curricular Program in a Department of Internal Medicine.

Background: The imperative to train physicians in skills required to lead care transformation is increasingly recognized, yet few Graduate Medical Education (GME) programs exist to meet this need.

Aim: Describe the development, outcomes, and lessons learned from a novel GME care transformation curricular program.

Setting: Department of Internal Medicine (IM) at Dell Medical School at The University of Texas, Austin.

Vesicovaginal Fistula Repair Simulation Model and Hierarchical Task Analysis.

Importance: There is a need for surgeons skilled in vesicovaginal fistula (VVF) repair, yet training opportunities are limited.

Objectives: This study aimed to create a low-fidelity simulation model for transvaginal VVF repair, identify essential steps of VVF repair, and evaluate the model's ability to replicate essential steps.

Study Design: First, a low-fidelity VVF repair simulation model was designed and built by the authors.

Interprofessional Case Conference Enhances Group Learning and the Quality, Safety, Value, and Equity of Team-Based Care.

Introduction: Patients seeking treatment for complex conditions require coordinated care from interprofessional clinicians. Collaborative engagement in an interprofessional community of practice is crucial to the collective competence of a team and the provision of high-quality, safe health care leading to improved patient outcomes. The objective of this descriptive, cross-sectional study was to describe interprofessional communication, coordination, and collaboration of participants in an integrated practice unit that was structured to include weekly case conferences as part of routine practice.

Iterative approach to journal club.

To identify, evaluate and refine a journal club (JC) format that increases faculty and resident engagement. An initial needs assessment followed by a trial of three JC formats: traditional single presenter, debate style and facilitated small group discussion was piloted over 6 months. Anonymous feedback was collected.

Advancing Academic Continuing Medical Education/Continuing Professional Development: Adapting a Classical Framework to Address Contemporary Challenges.

Lifelong learning is essential for the practicing physician, yet continuing medical education (CME) and continuing professional development (CPD) units at academic medical centers (AMCs) have been historically underappreciated and under-resourced. Their integration into AMC leadership structures continues to vary widely among institutions. Without necessary resources and leadership alignment, many units are less able to focus on advancing CME/CPD to offer and study innovative educational opportunities that may enhance learner and patient outcomes.