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| http://dx.doi.org/10.1017/cts.2020.4 | DOI Listing |
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Association of clerical burden and EHR frustration with burnout and career intentions among physician faculty in an urban academic health system.
Int J Med Inform
December 2024
Office of Well-being and Resilience, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, NY, NY 10029, USA; Department of Medical Education, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, NY, NY 10029, USA; Department of Medicine, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, NY, NY 10029, USA. Electronic address:
Background And Objectives: To examine changes in clerical burden, including daily clerical time, daily after hours Electronic Health Record (EHR) time and EHR frustration between 2018 and 2022 among physician faculty, and identify sociodemographic and occupational correlates of clerical burden with burnout and intent to leave one's job (ILJ).
Methods: An institution-wide survey was sent to all physician faculty at an 8-Hospital Health System in New York City, between July and September 2022. Clerical time, after hours EHR time, practice unloading clerical burden and EHR frustration were assessed using ordinal-scale questions.
Association of Psychological Safety with Burnout and Intent to Leave Among Physician Faculty in New York City.
J Gen Intern Med
October 2024
Office of Well-Being and Resilience, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1604, New York, NY, 10029, USA.
Background: Data on the potential protective effect of psychological safety (PS) on well-being and satisfaction among physicians are lacking.
Objective: We sought to examine (1) prevalence of PS; (2) relationship between PS, burnout, and intent to leave one's job (ILJ); and (3) demographic and occupational factors associated with PS within our physician faculty.
Design: Participants: An institution-wide survey was sent to all faculty within our eight-hospital health system, between July and September 2022.
Is Competency-Based Medical Education being implemented as intended? Early lessons learned from Physical Medicine and Rehabilitation.
Can Med Educ J
August 2024
Royal College of Physicians and Surgeons of Canada, Ontario, Canada.
Background: As competency-based medical education (CBME) curricula are introduced in residency programs across Canada, systematic evaluation efforts are needed to ensure fidelity of implementation. This study evaluated early outcomes of CBME implementation in one Canadian Physical Medicine and Rehabilitation program that was an early adopter of CBME, with an aim to inform continuous quality improvement initiatives and CBME implementation nationwide.
Methods: Using Rapid Evaluation methodology, informed by the CBME Core Components Framework, the intended outcomes of CBME were compared to actual outcomes.
A Faculty Growth Perspective on Peer Review of Teaching: An Institution-Wide, Customizable Approach to Peer Review.
J Clin Psychol Med Settings
December 2024
Indiana University School of Medicine, Indianapolis, IN, USA.
As academic medical centers have moved away from using learner ratings of instruction as a demonstration of quality teaching in the promotion process, Indiana University School of Medicine sought to create a peer review of teaching system. We created our system in 2010 and have engaged in continuous quality improvement since. In these efforts, we sought to answer the question, "How can we create a system of peer review of teaching that provides high-quality feedback to faculty and encourages autonomy and growth?" Our peer review of teaching system includes a website, with a brief introduction to the concept of peer review, as well as a series of customizable forms that allows faculty and peer reviewers to choose items for observation and feedback based on teaching setting.
View Article and Find Full Text PDFIntroduction/objective: Academic institutions often struggle to meet the unique professional development needs of shared resource personnel, who require business skills, project and people management expertise, and an active, collaborative network of shared resource colleagues.
Materials And Methods: We launched the Vanderbilt Core Exchange professional development and networking program in 2020. The program was intentionally designed with core personnel input and supports faculty and staff from more than 80 shared resources across Vanderbilt University and Vanderbilt University Medical Center.
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