Supporting Patient Involvement in U.S. Medical Education Through Changes in Accreditation.

For over half of a century, there have been calls for greater patient and community involvement in U.S. medical education.

Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.

Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education.

Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review.

Blind spots in medical education - International perspectives.

Background: All individuals and groups have blind spots that can create problems if unaddressed. The goal of this study was to examine blind spots in medical education from international perspectives.

Methods: From December 2022 to March 2023, we distributed an electronic survey through international networks of medical students, postgraduate trainees, and medical educators.

Group concept mapping for health professions education scholarship.

While explicit conceptual models help to inform research, they are left out of much of the health professions education (HPE) literature. One reason may be the limited understanding about how to develop conceptual models with intention and rigor. Group concept mapping (GCM) is a mixed methods conceptualization approach that has been used to develop frameworks for planning and evaluation, but GCM has not been common in HPE.

Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review update: BEME Guide No. 85.

Background: Clinical teachers often struggle to record trainee underperformance due to lacking evidence-based remediation options.

Objectives: To provide updated evidence-based recommendations for addressing academic difficulties among undergraduate and postgraduate medical learners.

Methods: A systematic review searched databases including MEDLINE, CINAHL, EMBASE, ERIC, Education Source, and PsycINFO (2016-2021), replicating the original Best Evidence Medical Education 56 review strategy.

The Role of Faculty Development in Advancing Change at the Organizational Level.

Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education.

Learning Through Teaching: How Physicians Learn Medicine in Authentic Clinical Contexts.

Purpose: Little is known about the clinical knowledge and skills that are acquired by physicians through teaching, how such learning occurs, or the factors that influence this process. This study explored how physicians acquire clinical knowledge and skills through clinical teaching and examined the contextual elements that influence this learning.

Method: Two theoretical frameworks informed this interpretive description study: situated learning and cognitive apprenticeship.

Seeing with greater clarity: Stakeholder ratings of blind spots in U.S. medical education.

Background: Although medical education is affected by numerous blind spots, there is limited evidence to determine which blind spots to prioritize.

Methods: In summer 2022, we surveyed stakeholders from U.S.

Social Network Analysis in Undergraduate and Postgraduate Medical Education: A Scoping Review.

Purpose: Social network analysis (SNA) is a theoretical framework and analytical approach used to study relationships among individuals and groups. While SNA has been employed by many disciplines to understand social structures and dynamics of interpersonal relationships, little is known about its use in medical education. Mapping and synthesizing the scope of SNA in undergraduate and postgraduate medical education can inform educational practice and research.

Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education.

The widespread adoption of Competency-Based Medical Education (CBME) has resulted in a more explicit focus on learners' abilities to effectively demonstrate achievement of the competencies required for safe and unsupervised practice. While CBME implementation has yielded many benefits, by focusing explicitly on what learners are doing, curricula may be unintentionally overlooking who learners are becoming (i.e.

Using Group Concept Mapping to Explore Medical Education's Blind Spots.

Phenomenon: All individuals and groups have blind spots that can lead to mistakes, perpetuate biases, and limit innovations. The goal of this study was to better understand how blind spots manifest in medical education by seeking them out in the U.S.

Exploring the culture of faculty development: insights from Canadian leaders of faculty development.

Background: Although the word culture is frequently mentioned in research on faculty development (FD), the concept is rarely explored. This research aimed to examine the culture of FD in Canada, through the eyes of leaders of FD in the health professions. Studying culture can help reveal the practices and implicit systems of beliefs and values that, when made explicit, could enhance programming.

Linking leadership development programs for physicians with organization-level outcomes: a realist review.

Background: Hospitals invest in Leadership Development Programs (LDPs) for physicians, assuming they benefit the organization's performance. Researchers have listed the advantages of LDPs, but knowledge of how and why organization-level outcomes are achieved is missing.

Objective: To investigate how, why and under which circumstances LDPs for physicians can impact organization-level outcomes.

Medical competence as a multilayered construct.

Background: The conceptualisation of medical competence is central to its use in competency-based medical education. Calls for 'fixed standards' with 'flexible pathways', recommended in recent reports, require competence to be well defined. Making competence explicit and measurable has, however, been difficult, in part due to a tension between the need for standardisation and the acknowledgment that medical professionals must also be valued as unique individuals.

How Theory Can Inform Practice: A Case of Easing Transition Into Residency.

Health professions educators aim to optimally prepare trainees for future practice; educational theory can help reach this goal. Below we present an authentic case, I Just Need to Speak With My Eyes, that displays the significant struggles of transitioning into residency training. Using this case, we show how the application of 4 learning mechanisms described in Lave and Wenger's 1,2 theories of situated learning and communities of practice can help ease the transition into residency by addressing issues like self-questioning and emotional turmoil (see the colored boxes below).

Developing Faculty Developers: An Underexplored Realm in Professional Development.

As faculty developers enter the field and grow in their roles, how do they keep up with ongoing changes and ensure that their knowledge remains relevant and up-to-date? In contrast to most of the studies which focused on the needs of faculty members, we focus on the needs of those who fulfill the needs of others. We highlight the knowledge gap and lack of adaptation of the field to consider the issue of professional development of faculty developers more broadly by studying how they identify their knowledge gaps and what approaches they use to address those gaps. The discussion of this problem sheds light on the professional development of faculty developers and offers several implications for practice and research.

Understanding and Embracing Culture in International Faculty Development.

Introduction: Research on international faculty development programs (IFDPs) has demonstrated many positive outcomes; however, participants' cultural backgrounds, beliefs, and behaviors have often been overlooked in these investigations. The goal of this study was to explore the influences of culture on teaching and learning in an IFDP.

Method: Using interpretive description as the qualitative methodology, the authors conducted semi-structured interviews with 15 Fellows and 5 Faculty of a US-based IFDP.

Engaging Retired Physicians as Educators: Motivations and Experiences of Participants in a Novel Educational Program.

Purpose: Physician retirement has important impacts on medical learners as well as retiring physicians themselves. Retiring physicians take with them a wealth of knowledge, wisdom, and expertise and can feel a loss of identity, lack of fulfillment, and reduced social connectedness after leaving the institution. To address this, a novel educational program providing retired physicians with renewed educational roles was implemented in 2018 within a university-associated pediatric department.

Blind spots in medical education: how can we envision new possibilities?

As human beings, we all have blind spots. Most obvious are our visual blind spots, such as where the optic nerve meets the retina and our inability to see behind us. It can be more difficult to acknowledge our other types of blind spots, like unexamined beliefs, assumptions, or biases.

"What kind of doctor do you want to become?": Clinical supervisors' perceptions of their roles in the professional identity formation of General Practice residents.

Purpose: Supporting the development of a professional identity is a primary objective in postgraduate education. Few empirical studies have explored professional identity formation (PIF) in residency, and little is known about supervisors' perceptions of their roles in residents' PIF. In this study, we sought to understand how supervisors perceive their roles in the PIF of General Practice (GP) residents.

How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators.

Introduction: Although learning-centred education would be most effective if all medical educators held learning-centred beliefs, many educators still hold teaching-centred beliefs. A previously developed theoretical model describes a relationship between beliefs, educational identity and 'mission,' meaning that which inspires and drives educators. To increase our understanding of why educators hold certain beliefs, we explored the empirical relationship between educators' beliefs and their awareness of their educational identity and mission.