Moving Beyond Teaching Skill Curriculum: Development of a Distinction in Medical Education Track.

Background: Most postgraduate medical education tracks are faculty-led and emphasise teaching skills. A peer-to-peer medical education track focused on curriculum development and scholarship is notably underrepresented in the literature, especially within graduate medical education. To address these gaps, a 2-year Distinction in Medical Education (DIME) track was developed.

Mobile Application to Improve Just-in-Time 2-Way Formative Feedback in Graduate Medical Education.

An easy-to-use application to facilitate direct observation and allow for 2-way feedback between residents and faculty is needed. To develop a mobile-based application (app) with the goals of (1) providing just-in-time feedback to residents; (2) improving timeliness of feedback by faculty; and (3) allowing residents to comment on the value of faculty feedback. Fifty-one of 69 (74%) internal medicine (IM) residents and 20 of 25 (80%) IM core faculty participated in the study from July 1, 2020, to December 31, 2021.

Psychometric Properties of Entrustable Professional Activity-Based Objective Structured Clinical Examinations During Transition From Undergraduate to Graduate Medical Education: A Generalizability Study.

Purpose: The objective structured clinical examination (OSCE) assesses clinical competence in health sciences education. There is little research regarding the reliability and validity of using an OSCE during the transition from undergraduate to graduate medical education. The goal of this study was to measure the reliability of a unique 2-rater entrustable professional activity (EPA)-based OSCE format for transition to internship using generalizability theory for estimating reliability.

Pivoting during a Pandemic: Reimagining Intern Orientation EPA-Based OSCE.

Objectives: Objective structured clinical examinations (OSCEs) provide reliable and standardized means for assessing the performance of specific clinical skills. Our previous experience with entrustable professional activity-based multidisciplinary OSCEs suggests that this exercise offers just-in-time baseline information regarding critical intern skills. The coronavirus disease 2019 pandemic forced medical education programs to reimagine such educational experiences.

Longitudinal clinical reasoning theme embedded across four years of a medical school curriculum.

Objectives: The acquisition of clinical reasoning (CR) skills is essential for future healthcare providers as they advance through their education. There is growing consensus that CR skills should be longitudinally integrated into undergraduate curriculum for acquisition/application of these skills. However, only a minority of schools reported having CR focused teaching sessions, citing a lack of curricular time and faculty expertise as the largest barriers.

Successful implementation of a longitudinal skill-based teaching curriculum for residents.

Background: Despite significant teaching responsibilities and national accreditation standards, most residents do not receive adequate instruction in teaching methods. Published reports of residents-as-teachers programs vary from brief one-time exposures to curricula delivered over several months. A majority of interventions described are one or two-day workshops with no clear follow-up or reinforcement of skills.

Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach.

Background Diagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum's effectiveness. Methods A longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa.

Assessing Entrustable Professional Activities Using an Orientation OSCE: Identifying the Gaps.

Background: A residency program's intern cohort is comprised of individuals from different medical schools that place varying levels of emphasis on Core Entrustable Professional Activities for Entering Residency (CEPAERs). Program directors have expressed concerns about the preparedness of medical school graduates. Though guiding principles for implementation of the CEPAERs have been published, studies using this framework to assess interns' baseline skills during orientation are limited.

Developing future faculty: a program targeting internal medicine fellows' teaching skills.

Introduction: The increased demand for clinician-educators in academic medicine necessitates additional training in educational skills to prepare potential candidates for these positions. Although many teaching skills training programs for residents exist, there is a lack of reports in the literature evaluating similar programs during fellowship training.

Aim: To describe the implementation and evaluation of a unique program aimed at enhancing educational knowledge and teaching skills for subspecialty medicine fellows and chief residents.

Through students' eyes: ethical and professional issues identified by third-year medical students during clerkships.

Background: Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic.

Method: We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships.

Results: A cohort of 141 third-year medical students wrote 272 COAs.

Medical students' use of information resources: is the digital age dawning?

Purpose: One of the many challenges clinicians face is applying growing medical knowledge to specific patients; however, there is an information gap between information needs and delivery. Digital information resources could potentially bridge this gap. Because most medical students are exposed to personal computers throughout their education, this study postulated that students may be more comfortable using computer-based information resources within clinical interactions.

Is that your final answer? Relationship of changed answers to overall performance on a computer-based medical school course examination.

Background: Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely.

Purpose: This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course.

Methods: This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students).