Occupying liminal spaces: The figured worlds of student affairs senior leaders in the United States.

Introduction: Student Affairs Senior Leaders (SASLs) in the United States lead offices responsible for academic advising, administrative documentation, scheduling, student health, financial aid, and transition to residency, yet they infrequently draw attention in the field's literature. We explore the role of SASLs and how they describe the social space of medical education.

Methods: Using a constructivist approach informed by Figured Worlds theory, we conducted a sequential narrative and thematic analysis of the stories SASLs tell about their roles and experiences in the world of medical education.

Graduating Medical Students' Perceptions of the COVID-19 Pandemic's Impact on Their Medical School Experiences and Preparation for Careers as Physicians: A National Study.

Purpose: The COVID-19 pandemic resulted in unprecedented changes to the medical education learning environment. The graduating class of 2021 was particularly affected. To better understand how students were affected, the authors explored positive and negative experiences described by graduating U.

How to … use theory as method in HPE research.

Recognising that scholars in health professions education (HPE) are often unfamiliar with theory-informed research, we provide guidance on a robust method for using theory as a method to inform every aspect of research design from research question formation to data analysis and reporting. Using the Figured Worlds theory to illustrate the process, we mapped six concepts of particular importance to HPE: the figured world, agency, improvisation, discourse, positionality and power. Together the concepts were helpful analytic tools for our topic of interest.

The figured world of medical education senior leaders: Making meaning and enacting agency.

Introduction: The field of medical education is relatively new, and its boundaries are not firmly established. If we had a better understanding of the intricacies of the domain, we might be better equipped to navigate the ever-changing demands we must address. To that end, we explore medical education as a world wherein leaders harness agency, improvisation, discourse, positionality and power to act.

Graduating Medical Students' Experiences with Away (In-Person and Virtual) Rotations During COVID-19: Analysis of the Association of American Medical Colleges (AAMC) 2021 Graduation Questionnaire (GQ).

Objective: The COVID-19 pandemic disrupted students' opportunities for away rotations (ARs). Schools and specialty organizations innovated by supplementing in-person ARs (ipARs) with virtual ARs (vARs). We sought to determine how ipAR and vAR completion varied by intended specialty among 2021 graduates.

RIME 60 Years: Celebration and Future Horizons.

This year marks the 60th anniversary (1961-2021) of Research in Medical Education (RIME). Over the past 6 decades, RIME has selected medical education research to be presented each year at the Association of American Medical Colleges Annual Meeting: Learn Serve Lead and published in a supplement of Academic Medicine. In this article, the authors surveyed RIME chairs from the past 20 years to identify ways that RIME has advanced medical education research and to generate ideas for future directions.

Medical Education in the United States and Canada, 2020.

For the third time this century, the Association of American Medical Colleges has coordinated a collection of reports from their member medical schools that collectively reflect the state of medical education in the United States and Canada. This introduction to the September 2020 supplement to Academic Medicine provides an overview of the collection, with 145 out of 171 eligible medical schools participating in the project. The authors observe trends and similarities across the reports from participating schools, structuring the introduction to mirror the main questions posed to the schools: highlights of each school's medical education program, curriculum description, curricular governance, education staff, faculty development and support in medical education, regional medical campuses, and initiatives in progress.

Regional medical campuses: a new classification system.

There is burgeoning belief that regional medical campuses (RMCs) are a significant part of the narrative about medical education and the health care workforce in the United States and Canada. Although RMCs are not new, in the recent years of medical education enrollment expansion, they have seen their numbers increase. Class expansion explains the rapid growth of RMCs in the past 10 years, but it does not adequately describe their function.

Including resident photographs on electronic evaluations: is a picture worth a thousand words?

Background: Trends toward electronic course evaluation make it possible to personalize evaluations in many ways, such as including resident photographs. The purpose of the present project was to explore the impact of adding photos to electronic evaluations of residents by faculty.

Description: T tests were used to examine faculty responses to determine if resident outcomes were affected by the inclusion/exclusion of photographs from the perspective of the resident receiving the evaluation and the faculty giving the evaluation.

Are successful resident clinicians good teachers? Multidimensional resident assessment.

Background: GME training programs must demonstrate residents are prepared as both teachers and clinicians. We examined the relationship between faculty evaluations of residents' clinical performance and student evaluations of residents' teaching performance.

Method: Concordance tables for mean ratings and qualitative analysis of comments among 95 residents receiving evaluations by 267 faculty and 106 students.

The development and implementation of a health-system-wide evaluation system for education activities: build it and they will come.

Academic health centers (AHCs) use education evaluation data for multiple purposes, and they also use multiple methods to collect data in an effort to evaluate the quality of student and faculty performance. Collecting evaluation data in a standardized manner enabling collation and subsequent assessment and interpretation is critically important if the information is to be maximally useful. A case study is presented of PENN Medicine's education evaluation program and the complicated mission of developing a multiprogram, multipurpose evaluation system, developed and implemented from 2003 to 2007.

Setting standards for teaching evaluation data: an application of the contrasting groups method.

Background: Teaching evaluations are widely used in retention and remediation decisions. Typically evaluations are reviewed in a global manner and some gestalt is reached.

Purpose: Apply the Contrasting Groups standard setting methodology to faculty teaching dossiers, to examine resulting "pass-rates" and precision of the decisions.

Elapsed time between teaching and evaluation: does it matter?

Background: Web-based course evaluation systems offer the potential advantage of timely evaluations. The authors examined whether elapsed time between teaching and student evaluation of teaching impacts preclinical courses' quality ratings.

Method: The overall relationship of elapsed time with evaluation rating was explored with regression and ANOVA.

Evaluation of clinical faculty: gender and minority implications.

Background: Learner ratings are an important source of data regarding teaching effectiveness. We examine ratings of faculty teaching for the effects of faculty-resident gender and underrepresented minority (URM) status concordance.

Method: Factorial ANOVAS and t tests were used to examine gender and URM status in 10,443 teaching effectiveness evaluations for 720 faculty members, provided by 516 residents across 18 clinical departments.

Residents' ratings of clinical excellence and teaching effectiveness: is there a relationship?

Background: Assessment of faculty teaching and clinical skills is often based on learners' ratings. It is not clear that differences between the constructs are detectable in the results.

Purpose: The purpose is to examine relationships between (a) residents' ratings of faculty clinical excellence and teaching effectiveness and (b) track-related performance differences.