2025
An Educational Curriculum for Residents, Advanced Practice Providers, and Fellows in Cardiac Intensive Care Units
Carnicelli A, Senman B, Miller P, Dahiya G, Jentzer J, Ambalavanan M, Garfinkel A, Zaas A, Poindexter E, Judge D, Sinha S, Berg D, Elliott A, Morrow D, Katz J. An Educational Curriculum for Residents, Advanced Practice Providers, and Fellows in Cardiac Intensive Care Units. JACC Advances 2025, 4: 102110. PMID: 40882606, PMCID: PMC12417554, DOI: 10.1016/j.jacadv.2025.102110.Peer-Reviewed Original ResearchContemporary cardiac intensive care unitsCardiac intensive care unitIntensive care unitEducational experienceCare unitAdvanced practice providersDynamic educational environmentSubspecialty training programsPractice providersPostgraduate physiciansEducational environmentEducation curriculumLearner progressEducational objectivesLearning objectivesTraining programAdvanced stageCardiovascular pathologyTraining pathwaysCurriculumLearners“Service” versus “Education” in Anesthesiology: Domain Classification of Activities Based on Perceptions from Learners and Teachers
Li J, Lin H, Yanez N, He Z, Treggiari M, Kurup V. “Service” versus “Education” in Anesthesiology: Domain Classification of Activities Based on Perceptions from Learners and Teachers. Advances In Medical Education And Practice 2025, 16: 1359-1369. PMID: 40800219, PMCID: PMC12339236, DOI: 10.2147/amep.s527329.Peer-Reviewed Original ResearchEducational valuePerceptions of educational valueLearning climateTraining activitiesHigh educational valueClassroom activitiesEducational experienceTeachersLearnersExploratory factor analysisEducationDomains of activityMandatory tasksCompletion ratesMedical educationLearningTraining programFactor analysisQuality of graduate medical educationPerceptionCross-sectional surveyGraduate Medical EducationClassroomAnesthesiology training programsClassification of activitiesCentering a Justice-Based Approach to Disability Inclusion in Medical Education
Nguyen M, Bullock J, Venkataraman S, Boatright D. Centering a Justice-Based Approach to Disability Inclusion in Medical Education. Academic Medicine 2025, 100: s119-s123. PMID: 40550126, DOI: 10.1097/acm.0000000000006146.Peer-Reviewed Original ResearchMedical educationTransform medical educationDisabled studentsLearning environmentEducational environmentEducational experienceInclusion effortsAbleist normsDisability inclusionInstitutional effortsPromote diversityEducationDisability justiceMarginalized identitiesStudentsJustice-basedDisabilityInadequate accommodationJustice-based approachCurriculumProcedural barriersSystem gapsTrans activistsPraxisLeadership
2024
Health and place perceptions: an educative experience combining poetry and One Health perspective in teenagers from urban vulnerable communities of Brazil
Fitte B, Lustosa R, Melhado P, Costa F. Health and place perceptions: an educative experience combining poetry and One Health perspective in teenagers from urban vulnerable communities of Brazil. Journal Of Poetry Therapy 2024, 38: 58-67. DOI: 10.1080/08893675.2024.2347856.Peer-Reviewed Original Research
2023
Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique
Dowell S, Bajwa M, Charnetski M, Lababidi H, Vora S, Herrera E, Park Y, Palaganas J. Principles of Justice, Equity, Diversity, and Inclusion in Health Care Distance Simulation Education: Consensus Building via the Nominal Group Technique. Academic Medicine 2023, 98: 1443-1450. PMID: 37433199, DOI: 10.1097/acm.0000000000005317.Peer-Reviewed Original ResearchConceptsNominal group techniqueEquitable learning experiencesLearning experienceEquitable educational experiencesConsensus statementNominal group technique discussionsNominal group technique processGroup techniqueLearning activitiesEducational experienceEducational objectivesEducationSimulation educationThematic analysisProfessional encountersDigital divideInstitutional barriersTechnology infrastructureConclusive researchImmersive experienceHealthPracticeDistance simulationEquityConsensus building
2022
Educating for adaptive expertise: case examples along the medical education continuum
Pusic M, Hall E, Billings H, Branzetti J, Hopson L, Regan L, Gisondi M, Cutrer W. Educating for adaptive expertise: case examples along the medical education continuum. Advances In Health Sciences Education 2022, 27: 1383-1400. PMID: 36414880, DOI: 10.1007/s10459-022-10165-z.Peer-Reviewed Original ResearchConceptsAdaptive expertiseMedical education continuumEducation continuumExpertise developmentHealth professions education curriculaContinuing professional development programsProfessional development programVanderbilt University School of MedicineBenefits of teachingProfessional identity formationClinical learning environmentInstructional approachesLearning environmentMedical school curriculumTeaching strategiesInstructional designSchool curriculumCurricular strategiesEducation curriculumEducational experienceEfficient problem solvingLearning strategiesEducational approachFuture learningLearner levelInpatient teaching with a clinical review game
Ilagan‐Ying Y, Windish DM, Wijesekera TP. Inpatient teaching with a clinical review game. The Clinical Teacher 2022, 19: e13522. PMID: 35989497, DOI: 10.1111/tct.13522.Peer-Reviewed Original ResearchConceptsReview gameTeaching pointsInpatient teachingCollaborative educational environmentSelf-directed learningPeer teachingPreclinical curriculumEducational environmentEducational experienceClinical educationEvidence-based practiceLearner evaluationPowerPoint templateCrowdsourced learningMedical studentsCollaborative cultureCurrent evidence-based practiceTeachingLearnersRotation evaluationsRelevant contentSocial distancing policiesLearningPandemic restrictionsPrimary literature
2021
Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey
Albert TJ, Bradley J, Starks H, Redinger J, Arundel C, Beard A, Caputo L, Chun J, Gunderson CG, Heppe D, Jagannath A, Kent K, Krug M, Laudate J, Palaniappan V, Pensiero A, Sargsyan Z, Sladek E, Tuck M, Cornia PB. Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey. Journal Of General Internal Medicine 2021, 37: 1422-1428. PMID: 34173198, PMCID: PMC8231750, DOI: 10.1007/s11606-021-06963-7.Peer-Reviewed Original ResearchConceptsMorning reportCOVID-19 pandemicVirtual platformUnique educational benefitsAudience response systemResidency programsGraduate Medical EducationIM residency programsInternal medicine residency programsInternal Medicine Residents’ PerceptionsTeaching strategiesLearning environmentEducational experienceOverall educationEducational benefitsEducational formatMedical educationMedicine residency programsVirtual formatThird-year residentsEducational conferencesMain MeasuresTheMost respondentsTraining programChat boxVirtual Telesimulation for Medical Students During the COVID-19 Pandemic
Ray JM, Wong AH, Yang TJ, Buck S, Joseph M, Bonz JW, Auerbach MA, Couturier K, Tomassoni AJ, Schwartz ML, Evans LV. Virtual Telesimulation for Medical Students During the COVID-19 Pandemic. Academic Medicine 2021, 96: 1431-1435. PMID: 33883398, PMCID: PMC8475640, DOI: 10.1097/acm.0000000000004129.Peer-Reviewed Original ResearchConceptsMedical studentsVideoconferencing platformUndergraduate medical educationImmersive educational experienceClinical skill developmentSimulation-based learningMedical student curriculumLearning experienceEducational experienceStudent curriculumClerkship rotationEducational modalitiesContent areasMedical educationMedical schoolsSkill developmentFacilitator interactionsStudentsOnline webinarsPatient actorsStudent volunteersCOVID-19 pandemicSimilar programsChat functionSchoolsImproving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation
Sinha P, Pischel L, Sofair AN. Improving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation. Diagnosis 2021, 8: 157-160. PMID: 33544476, PMCID: PMC9256033, DOI: 10.1515/dx-2020-0129.Peer-Reviewed Original ResearchDeliberate practiceCare of patientsMost resident physiciansOngoing maturationClinical assessmentDiagnostic maturationResident physiciansLongitudinal coachingClinical reasoningOngoing mentoringCoachingCareDiagnostic skillsPatientsSkillsEducational experienceEducational modelReflective practiceMaturationCliniciansPhysiciansDiagnosisFeedbackReasoning
2020
Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum
Gray MM, Dadiz R, Izatt S, Gillam-Krakauer M, Carbajal MM, Falck AJ, Bonachea EM, Johnston LC, Karpen H, Vasquez MM, Chess PR, French H. Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum. American Journal Of Perinatology 2020, 38: e187-e192. PMID: 32276279, DOI: 10.1055/s-0040-1709145.Peer-Reviewed Original ResearchConceptsFaculty educatorsE-learningNPM fellowsDidactic lecturesFaculty respondentsFlipped classroom modalityCritical thinking skillsE-learning modulesGraduate Medical EducationFlipped classroomLearning communityPreclass preparationThinking skillsClassroom modalityEducational experienceAdult learningFaculty facilitatorsFellow learnersPeer learningPhysiology curriculumPhysiology educationTraditional didacticsEducational contentFC learningEducational modalities
2019
Twelve tips for running an effective session with standardized patients
Talwalkar JS, Cyrus KD, Fortin AH. Twelve tips for running an effective session with standardized patients. Medical Teacher 2019, 42: 622-627. PMID: 31033363, DOI: 10.1080/0142159x.2019.1607969.Peer-Reviewed Reviews, Practice Guidelines, Standards, and Consensus StatementsConceptsStandardized patientsSummative objective structured clinical examinationObjective Structured Clinical ExaminationStructured Clinical ExaminationAssessment of competenceEducational innovationEducational experienceInstructional methodsOnly opportunityMedical educatorsMedical educationEffective sessionsSimulated encounterTip piecesRange of topicsDynamic skillsParticular clinical scenarioEducatorsTeachingStudentsEducationInstructionSkillsCompetenceWorkshop
2014
Direct Supervision in Outpatient Psychiatric Graduate Medical Education
Galanter CA, Nikolov R, Green N, Naidoo S, Myers MF, Merlino JP. Direct Supervision in Outpatient Psychiatric Graduate Medical Education. Academic Psychiatry 2014, 40: 157-163. PMID: 25424638, DOI: 10.1007/s40596-014-0247-z.Peer-Reviewed Original ResearchConceptsMedical educationDirect supervisionSupervision policyGraduate medical education (GME) residentsGraduate Medical EducationEducational experienceExtent of implementationEducation residentsAccreditation CouncilAuthors present detailsEducationTrainee educationObjectiveThe authorsPsychiatry traineesNational policyAcademic psychiatrySupervisionPositive impactStimulus caseSupplemental reviewTraining staffMedical specialtiesMethodsThe authorsPolicyExperimental articlesRecommendations for Training Psychiatry Residents in Psychosomatic Medicine
Heinrich TW, Schwartz AC, Zimbrean PC, Lolak S, Wright MT, Brooks KB, Ernst CL, Gitlin DF. Recommendations for Training Psychiatry Residents in Psychosomatic Medicine. Journal Of The Academy Of Consultation-Liaison Psychiatry 2014, 55: 438-449. PMID: 25016348, DOI: 10.1016/j.psym.2013.12.016.Peer-Reviewed Original ResearchConceptsQuality educational experienceGraduate Medical EducationPsychiatry training programsTraining psychiatry residentsEducational experienceMedical educationEducation SubcommitteeAcademic facultyAccreditation CouncilCollaborative processTraining programResident rotationsPsychiatry residentsFuture fellowsResident traineesPsychosomatic medicineEducatorsBroader frameworkEducationFacultyL psychiatryACGMETraineesRecommendationsInstitutions
2012
Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.
Ellman MS, Fortin AH. Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning. The Yale Journal Of Biology And Medicine 2012, 85: 261-70. PMID: 22737055, PMCID: PMC3375674.Peer-Reviewed Original ResearchConceptsMedical studentsThird-year medical studentsSuch educational experiencesMedical student educationMedical school curriculumSkill-based learningSelf-reflective learningSchool curriculumStudent developmentStudent educationEducational experienceExperiential learningLearning programClinical clerkshipsEducational needsEducational approachEducational featuresAssessment skillsStudentsLearningCurriculumNew workshopCare assignmentsClinical communicationCompassionate communication
2011
Intensive medical student involvement in short-term surgical trips provides safe and effective patient care: a case review
Leeds IL, Creighton FX, Wheatley MA, Macleod JB, Srinivasan J, Chery MP, Master VA. Intensive medical student involvement in short-term surgical trips provides safe and effective patient care: a case review. BMC Research Notes 2011, 4: 317. PMID: 21884604, PMCID: PMC3224472, DOI: 10.1186/1756-0500-4-317.Peer-Reviewed Original ResearchMedical educationMedical studentsStudent-faculty collaborationCross-cultural experiencesMedical student involvementStudent roleEducational experienceExperiential learningStudent involvementPatient careFaculty membersPlurality of casesTrip activitiesShort-term surgical tripsPeer institutionsEffective patient careCase reviewYoung traineesEffective surgical careStudentsSubstantial planningAppropriate supervisionU.S. academic medical centersComplex urological proceduresEducationThe Hidden and Implicit Curricula in Cultural Context: New Insights From Doha and New York
Fins J, del Pozo P. The Hidden and Implicit Curricula in Cultural Context: New Insights From Doha and New York. Academic Medicine 2011, 86: 321-325. PMID: 21248601, DOI: 10.1097/acm.0b013e318208761d.Peer-Reviewed Original ResearchConceptsPalliative careEnd-of-life careEnd-of-lifeClinical ethicsU.S. medical schoolsMedical college campusMedical educationMedical schoolsEducational effortsCurricular elementsCareLow-context societiesHidden curriculumContextual factorsLocal cultural contextNew YorkCultural contextMedical humanitiesParticipant observationStudents' educational experiencesReflective practiceEducational experienceLongitudinal experimentCultural settingsCollege campusesGender and the pre‐clinical experiences of female medical students: a taxonomy
Babaria P, Bernheim S, Nunez‐Smith M. Gender and the pre‐clinical experiences of female medical students: a taxonomy. Medical Education 2011, 45: 249-260. PMID: 21299600, DOI: 10.1111/j.1365-2923.2010.03856.x.Peer-Reviewed Original ResearchConceptsPre-clinical yearsFemale medical studentsGender-based experiencesMedical studentsMedical schoolsNew England medical schoolsPre-clinical trainingAwareness of genderPre-clinical experienceConstant comparative methodEducational experienceClinical yearsEducational consequencesStudentsProfessional challengesProfessional experienceSchoolsSuch experiencesTranscripts lineQualitative studyEffect of genderInstitutional behaviorDepth interviewsExperienceComparative methodAlmost Internists: Analysis of Students Who Considered Internal Medicine but Chose Other Fields
Durning SJ, Elnicki DM, Cruess DF, Reddy S, Kernan WN, Harrell HE, Schwartz MD, Fagan MJ, Battistone M, Hauer KE. Almost Internists: Analysis of Students Who Considered Internal Medicine but Chose Other Fields. Academic Medicine 2011, 86: 194-200. PMID: 21169784, DOI: 10.1097/acm.0b013e3182045ee5.Peer-Reviewed Original ResearchMeSH KeywordsAdultAnalysis of VarianceCareer ChoiceClinical ClerkshipCross-Sectional StudiesDelivery of Health CareEducation, Medical, UndergraduateFactor Analysis, StatisticalFemaleHumansInternal MedicineLogistic ModelsMaleSpecializationStudents, MedicalSurveys and QuestionnairesUnited StatesWorkforceConceptsEducational experienceCareer choiceCareer decisionsFourth-year medical studentsMedical student career choiceAnalysis of studentsNumber of studentsStudents' career choicesInternal medicineIM clerkshipStudent characteristicsMedical studentsU.S. institutionsStudentsIntellectual challengePatient's internistCareerAuthors' modelImportant underpinningExperienceChoosersPolicy makersSpecialtiesPercentage of varianceClerkship
2010
Attitudes of US medical trainees towards neurology education: "Neurophobia" - a global issue
Zinchuk AV, Flanagan EP, Tubridy NJ, Miller WA, McCullough LD. Attitudes of US medical trainees towards neurology education: "Neurophobia" - a global issue. BMC Medical Education 2010, 10: 49. PMID: 20573257, PMCID: PMC2900283, DOI: 10.1186/1472-6920-10-49.Peer-Reviewed Original ResearchConceptsMedical studentsBedside tutorialsFourth-year medical studentsEffective educational experienceYear medical studentsComplexity of neuroanatomyConfidence of traineesInternal medicine residency programsNeurology teachingEducational experienceInsufficient teachingUS schoolsNeurology educationClinical yearsMedicine residency programsTeachingStudentsUS universitiesMedical traineesMedical specialtiesConclusionsMedical studentsLeast confidenceResidency programsUniversityUS trainees
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