2025
The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study
Broskowski E, Triano S, James K, Betchkal R, Echols K, Hawks S, Ogah O, Nguyen M, Meeks L. The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study. Journal Of Medical Education And Curricular Development 2025, 12: 23821205251344771. PMID: 40452895, PMCID: PMC12125517, DOI: 10.1177/23821205251344771.Peer-Reviewed Original ResearchDisability resource professionalsUS medical studentsMedical educationManaging caseloadsMedical studentsMedical schoolsCross-sectional surveyUS medical schoolsStudent caseloadingLack of mentorshipSystemic barriersSnowball strategyInstitutional prioritizationDO programsProfessional developmentExcessive workloadDisability disclosureQualitative responsesNational studyUS MDAccommodation requestsCaseloadDisabilityEmployment characteristicsFaculty trainingFinding Their Place: How Anesthesiology Interns Develop a Sense of Belongingness in a New Community of Practice.
Cormier N, Patel B, Khanna S, Kurup V. Finding Their Place: How Anesthesiology Interns Develop a Sense of Belongingness in a New Community of Practice. Journal Of Education In Perioperative Medicine 2025, 27: e744. PMID: 40488114, PMCID: PMC12142585, DOI: 10.46374/volxxvii_issue2_cormier.Peer-Reviewed Original ResearchAnesthesiology internsYears of trainingSense of belongingnessSemi-structured interviewsMiddle-range theoryMedical educationFuture professional developmentImpacted medical educationGrounded TheoryClinical anesthesia residentsStructured interviewsAnesthesia residentsAnesthesiology traineesAnesthesiologyFaculty mentorsLiminal spaceSelf-ActualizationTraineesProfessional developmentQualitative approachIndividual's senseAcademic yearMedical School Support of Students’ Professional and Personal Development by Sociodemographic Characteristics
Nguyen M, Mason H, Fancher T, Chaudhry S, Tran-Reina M, Havemann C, Venkataraman S, Webber A, Boatright D. Medical School Support of Students’ Professional and Personal Development by Sociodemographic Characteristics. JAMA Network Open 2025, 8: e2511063. PMID: 40377935, PMCID: PMC12084840, DOI: 10.1001/jamanetworkopen.2025.11063.Peer-Reviewed Original ResearchConceptsMedical school supportCross-sectional studyFamily incomeMedical graduatesNeighborhood statusMedical schoolsAssociation of family incomeSchool supportAge of respondentsMultivariate logistic regression modelLogistic regression modelsRetrospective cross-sectional studyPersonal developmentLow-income familiesSociodemographic characteristicsMain OutcomesProfessional identity formationLow-incomeProfessional developmentStudents' professional identity formationBlack studentsHousehold incomeStudy cohortRegression modelsAccreditation bodiesUsing digital platforms to address inequities in neuropsychology training and education: lessons learned from KnowNeuropsychology
Reyes A, Maietta J, Wong C, MacDonald B, Calamia M, Tan A, Fox-Fuller J, McBride W, Gooding A, Driskell L, Del Bene V, Sperling S, Murriel E, Block C. Using digital platforms to address inequities in neuropsychology training and education: lessons learned from KnowNeuropsychology. Journal Of Clinical And Experimental Neuropsychology 2025, ahead-of-print: 1-15. PMID: 40296781, DOI: 10.1080/13803395.2025.2497303.Peer-Reviewed Original ResearchNeuropsychology educationPotential of digital toolsCulturally relevant contentProfessional developmentEducational opportunitiesEarly career professionalsDigital toolsIncrease equityPractice opportunitiesGraduate programsNeuropsychological trainingCultural diversityEducationCareer professionalsNeuropsychologyWebinar seriesBeyond Technique: The Phenomenology of Care in Medical Practice During the COVID-19 Pandemic—A Qualitative Study
Guimarães-Fernandes F, de Oliveira L, Neto P, Feniman D, Correia A, de Oliveira Bosoni N, Macaya D, Miguel E, Ceron-Litvoc D, Castellana G. Beyond Technique: The Phenomenology of Care in Medical Practice During the COVID-19 Pandemic—A Qualitative Study. The Humanistic Psychologist 2025, 53: 102-120. DOI: 10.1037/hum0000335.Peer-Reviewed Original ResearchCare to COVID-19 patientsLimits of knowledgeMedical practiceHealth care professionalsHealth care practitionersHeidegger’s philosophyExistential questionsExperience of griefCare professionalsResident physiciansCare practitionersPhysician's roleSemistructured interviewsQualitative studyPhysiciansLived experienceCareCOVID-19InterviewsPhilosophyProfessional developmentCoronavirus disease 2019PhenomenologyEducational aspectsEveryday routinesThe Promise of Artificial Intelligence and Machine Learning in Geriatric Anesthesiology Education: An Idea Whose Time Has Come
Chu L, Kurup V. The Promise of Artificial Intelligence and Machine Learning in Geriatric Anesthesiology Education: An Idea Whose Time Has Come. Current Anesthesiology Reports 2025, 15: 15. DOI: 10.1007/s40140-024-00660-x.Peer-Reviewed Original ResearchMachine learningArtificial intelligenceIntegration of AIPotential of artificial intelligenceData-driven decision-makingAnesthesia educationEra of digital transformationPersonalized learning experienceAI capabilitiesPrecision learningHuman expertiseAI integrationCollaborative environmentAdaptive learning moduleAI simulationReal-time feedbackContinuing professional developmentLearning moduleDigital transformationProfessional developmentLearning experienceLearningEducationEnhance proficiencyIntelligence
2024
Implementation Science in School Mental Health: A 10-Year Progress Update and Development of a New Research Agenda
Lyon A, Connors E, Lawson G, Nadeem E, Owens J. Implementation Science in School Mental Health: A 10-Year Progress Update and Development of a New Research Agenda. School Mental Health 2024, 16: 1013-1037. DOI: 10.1007/s12310-024-09731-0.Peer-Reviewed Original ResearchSchool mental healthMental healthImplementation scienceImplementation strategiesImplementation research prioritiesImplementation research questionsImplementation research agendaIntervention redesignPromote student well-beingDe-implementationPromote implementationStudent well-beingStudy designResearch agendaHealthImplementation effortsResearch prioritiesWell-beingResearch questionsPersistent gapProfessional developmentPractice fidelityProgress reviewSchoolCoachingRacial and Ethnic Discrimination and Medical Students’ Identity Formation
Venkataraman S, Nguyen M, Chaudhry S, Desai M, Hajduk A, Mason H, Webber A, Boatright D. Racial and Ethnic Discrimination and Medical Students’ Identity Formation. JAMA Network Open 2024, 7: e2439727. PMID: 39412803, PMCID: PMC11581615, DOI: 10.1001/jamanetworkopen.2024.39727.Peer-Reviewed Original ResearchConceptsBlack studentsWhite studentsCross-sectional studyMedical schoolsProfessional developmentMedical studentsMedical educationStudent identity formationHolistic student developmentIdentity formationUS medical studentsProfessional identity formationEthnic discriminationEthnic groupsRetrospective cross-sectional studyStudent developmentInclusive environmentMain OutcomesStudentsSchoolDeidentified dataRisk differenceLikert scaleEducationCombat discriminationLongitudinal Curriculum to Address Wellness and Professional Development in a Hematology/Oncology Fellowship Program
Srikumar T, Stempel J, Goldberg S, Podoltsev N, Braun D, Lee A, Sanft T. Longitudinal Curriculum to Address Wellness and Professional Development in a Hematology/Oncology Fellowship Program. EMJ Oncology 2024, 1: 37-39. DOI: 10.33590/oncolamj/zgwb5064.Peer-Reviewed Original ResearchProfessional developmentReport burnoutLongitudinal curriculumOncology fellowsFellowship programsBurnoutCurriculumLongitudinal curriculum to address wellness and professional development in a hematology/oncology fellowship program.
Srikumar T, Stempel J, Goldberg S, Podoltsev N, Braun D, Lee A, Sanft T. Longitudinal curriculum to address wellness and professional development in a hematology/oncology fellowship program. Journal Of Clinical Oncology 2024, 42: 9004-9004. DOI: 10.1200/jco.2024.42.16_suppl.9004.Peer-Reviewed Original ResearchNeeds assessmentLongitudinal curriculumPatient Health Questionnaire 2Score of self-efficacyGeneral Self-Efficacy ScaleFellowship programsBaseline needs assessmentFaculty-led sessionsProfessional boundary settingSelf-Efficacy ScaleLevels of depressionProfessional developmentFirst-year fellowsDidactic sessionsPrevent burnoutChi-square testAcademic yearDebriefing sessionsQuestionnaire 2Baseline assessmentSelf-EfficacyProfessional development skillsDepressed moodLeadership skillsBurnoutDevelopment of the Cardiovascular Undergraduate Research Initiative for Underrepresented Students (CURIOUS)
Stokes K, Alexander J, Rodgers K, Woolard M. Development of the Cardiovascular Undergraduate Research Initiative for Underrepresented Students (CURIOUS). Physiology 2024, 39: 2076. DOI: 10.1152/physiol.2024.39.s1.2076.Peer-Reviewed Original ResearchState-of-the-art techniquesState-of-the-artSchool of Graduate StudiesFirst-year studentsCardiovascular researchSummer research programEnd-of-programUndergraduate research initiativesPeer review processHTML formatIntensive experimentsProfessional developmentUnderrepresented studentsStudents' considerationUndergraduate programsGraduate educationStudentsPresentation skillsCareer goalsGraduate studiesGraduate collegeUndergraduate studentsNIH National HeartSystems-Based Practice 20 Years On: Navigating the System for Better Care
Edgar L, Hogan S, Yamazaki K, Nasca T, Holmboe E. Systems-Based Practice 20 Years On: Navigating the System for Better Care. Academic Medicine 2024, 99: 351-356. PMID: 38266204, DOI: 10.1097/acm.0000000000005640.Peer-Reviewed Original ResearchSystems-based practiceSafety of health careComplex health care environmentPatient-centered careHealth care environmentHealth care systemPatient safetyHarmonized milestonesCare environmentHealth careAcademic medicine communityCare systemPhysician's roleQuality improvementNarrative descriptionMedicine communityCore competenciesCareSpecialtyProfessional developmentGeneral competenciesDescription of competenciesCommunity's abilityCompetenceFacultyAchieving the educational mission: Are Connecticut school nurses valued?
Batten J. Achieving the educational mission: Are Connecticut school nurses valued? Psychology In The Schools 2024, 61: 1514-1531. DOI: 10.1002/pits.23123.Peer-Reviewed Original ResearchSchool nursesEducational missionEducational successAcademic successStudents' educational successStudents' academic successAdequate professional developmentEducation leadersEducation settingsEducation environmentSchool administratorsEducation accessEducational settingsProfessional developmentWorkload expectationsStudentsEqual partnershipQualitative studyEducationCritical partnersMore accessVital partnerProfessionalsImmediate health needsEquitable healthcare
2023
Family dyads, emotional labor, and holding environments in the simulated encounter: co-constructive patient simulation as a reflective tool in child and adolescent psychiatry training
Thomas I, Benoit L, Duvivier R, de Carvalho Filho M, Martin A. Family dyads, emotional labor, and holding environments in the simulated encounter: co-constructive patient simulation as a reflective tool in child and adolescent psychiatry training. Child And Adolescent Psychiatry And Mental Health 2023, 17: 114. PMID: 37794397, PMCID: PMC10552304, DOI: 10.1186/s13034-023-00663-2.Peer-Reviewed Original ResearchSimulation sessionsLongitudinal narrativesSupportive learning environmentMultiple simulation sessionsCo-construct meaningFoster professional developmentLearning environmentProfessional developmentReflective practitionersReflective toolEducational opportunitiesEmotional laborMedical educationDialogic experiencePatient simulationSymbolic interactionist approachInterpersonal skillsProfessional experiencePatient actorsLearnersSimulated encounterPsychiatry trainingCase narrativesThematic analysisAdolescent psychiatry trainingStudent and Teacher Perspectives on Equity in Clinical Feedback: A Qualitative Study Using a Critical Race Theory Lens
Mason H, Pérez M, Colson E, Jeffe D, Aagaard E, Teherani A, Hanson J. Student and Teacher Perspectives on Equity in Clinical Feedback: A Qualitative Study Using a Critical Race Theory Lens. Academic Medicine 2023, 98: s68-s74. PMID: 37071697, DOI: 10.1097/acm.0000000000005248.Peer-Reviewed Original ResearchTeachers' perspectivesStudent race/ethnicityCritical race theory lensClinical feedbackU.S. medical schoolsMedical education effortsTeacher narrativesEthnic inequitiesLearning environmentTeacher observationsProfessional developmentMedical schoolsFeedback experienceTeachersStudentsCompetent physiciansEducation effortsTheory lensInterview dataParticipant transcriptsSecondary codingThematic analysisQualitative studyThematic categoriesEthnic biasesCo-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare
de Carvalho Filho M, Sehlbach C, Martin A. Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare. Journal Of CME 2023, 12: 2192378. PMID: 37006384, PMCID: PMC10062229, DOI: 10.1080/28338073.2023.2192378.Peer-Reviewed Original ResearchProfessional developmentPatient simulationCritical reflectionLearner-centered activitiesContinuous professional developmentCo-constructive approachReal-life challengesLearning activitiesContextualised learningLifelong learningEducational methodsCPD strategiesExperiential toolExchange of rolesCo-creative approachLearnersSimulation sessionsDemocratic environmentHot seatLearningCommunity buildingSupervisorsReflectionVulnerable positionOpportunities
2021
Medical Students’ Demographic Characteristics and Their Perceptions of Faculty Role Modeling of Respect for Diversity
Weiss J, Balasuriya L, Cramer LD, Nunez-Smith M, Genao I, Gonzalez-Colaso R, Wong AH, Samuels EA, Latimore D, Boatright D, Sharifi M. Medical Students’ Demographic Characteristics and Their Perceptions of Faculty Role Modeling of Respect for Diversity. JAMA Network Open 2021, 4: e2112795. PMID: 34086032, PMCID: PMC8178710, DOI: 10.1001/jamanetworkopen.2021.12795.Peer-Reviewed Original ResearchConceptsFaculty role modelingStudent demographic characteristicsLack of respectStudents' perceptionsRole modelingProfessional developmentWhite studentsFemale studentsFaculty role modelsMedical School Graduation QuestionnaireMedical students' professional developmentAllopathic US medical schoolsUS medical school graduatesStudents' professional developmentMedical students' perceptionsAfrican American studentsUS medical schoolsUnknown sexual orientationMedical school graduatesDemographic characteristicsLearning environmentGraduation QuestionnaireIndependent variables sexLGB studentsAmerican students
2019
Defining Professional Development in Medicine, Psychiatry, and Allied Fields
Hilty DM, Liu HY, Stubbe D, Teshima J. Defining Professional Development in Medicine, Psychiatry, and Allied Fields. Psychiatric Clinics Of North America 2019, 42: 337-356. PMID: 31358116, DOI: 10.1016/j.psc.2019.04.001.Peer-Reviewed Original ResearchConceptsProfessional developmentProfessional learningEducational innovationProfessional knowledgeFormal educationBest practicesNational organizationsInstitutionsKey partnersOrganizational perspectiveAdult developmentTeachersEducationFacultyLearningAllied fieldsAdministratorsSocializationTrainingAttitudesDevelopmentInitiativesPracticeWorkplaceInnovation
2018
Integration of Advanced Practice Providers in Academic Emergency Departments: Best Practices and Considerations
Chekijian SA, Elia TR, Monti JE, Temin ES. Integration of Advanced Practice Providers in Academic Emergency Departments: Best Practices and Considerations. AEM Education And Training 2018, 2: s48-s55. PMID: 30607379, PMCID: PMC6304279, DOI: 10.1002/aet2.10207.Peer-Reviewed Original ResearchWarren Alpert Medical SchoolAlpert Medical SchoolAcademic Emergency Medicine Annual MeetingBest practicesInformal training programsEducational environmentTeaching environmentProfessional developmentEducational missionEducational curriculumMedical schoolsPostgraduate educationAcademic institutionsTraining programBrown UniversityAdvanced practice providersUniversityStaffCommon experiencePractice providersPracticeCurriculumSchoolsEducationUnique challengesDoes Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs
Reeves T, Hake L, Chen X, Frederick J, Rudenga K, Ludlow L, O’Connor C. Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs. CBE—Life Sciences Education 2018, 17: ar8. PMID: 29351911, PMCID: PMC6007778, DOI: 10.1187/cbe.17-03-0044.Peer-Reviewed Original ResearchConceptsGraduate teaching assistantsPedagogical knowledgeProfessional developmentStudent ratingsPretest/posttest dataProfessional development programIntroductory science coursesCross-institutional evaluationContextual factorsTeaching experienceTeaching dimensionTeaching assistantsScience coursesScientific teachingInstructional roleCollege levelPosttest dataImportant instructional rolesResearch universitiesContent frameworkPositive perceptionsProgram outcomesPosttest surveysDevelopment programsTraining program
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