Exploring Quality and Requirements in Faculty Development Related to Teaching.

Background: Little is known about medical school requirements for faculty development related to teaching (FDT) in medical education. This study examined the national landscape and local faculty perceptions of their own institution's FDT requirement.

Methods: An electronic survey was disseminated to Faculty Affairs Offices in US medical schools to assess FDT requirements.

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.

A Simple and Sustainable Exercise to Enhance Student Self-Reflection on Error-Making, Focus Support, and Guide Curricular Design.

Self-reflection is a critical component of professional development and clinical practice, but medical students' ability to self-reflect is typically limited. While inadequate self-reflection impacts future clinical decision-making, it may also adversely impact current learning through an inability to identify learning-behavior deficits. This may be exacerbated by common use of multiple-choice questions (MCQ) where incorrect responses provide less insight than other measures for students, faculty, or academic support.

Interprofessional Service Learning in Medical Education: a Year-Over-Year Assessment of Student Feedback.

Community service learning has been extolled as an effective vehicle for interprofessional education based upon studies assessing the short-term impact of these experiences on positive team behaviors and communication skills. Through this study, the authors explore year-over-year student impressions of an interprofessional service learning program to determine whether the short-term successes detailed in prior studies are sustainable over time. Course evaluations were collected from 168 first-year medical students (M1) at Virginia Tech Carilion School of Medicine (VTCSOM) over a 4-year period beginning in 2013 and ending in 2017.

Utilization and Perceived Effectiveness of a Web-Based Faculty Development Seminar for International Medical Science Educators.

The goal of this study was to examine the utilization and perceived effectiveness of the International Association of Medical Science Educators (IAMSE) Webcast Audio Seminar Series (WAS) by participants at the individual and institutional levels. The Webcast Audio Seminar Series User Survey (WASUS) included multiple quantitative and qualitative measures of user perceptions of their experiences and overall quality. Data was collected using a 42-item survey that examined user identification, utilization, and perceived effectiveness of the IAMSE WAS as a faculty development tool.