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Category : Abstract

ABSTRACT: How physicians draw satisfaction and overcome barriers in their practices: “It sustains me”

OBJECTIVE: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. METHODS: Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations
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ABSTRACT: Does Robotic Surgical Simulator Performance Correlate With Surgical Skill?

OBJECTIVE: To assess the relationship between robotic surgical simulation performance and the real-life surgical skill of attending surgeons. We hypothesized that simulation performance would not correlate with real-life robotic surgical skill in attending surgeons. DESIGN: In 2013, Birkmeyer et al. demonstrated an association between laparoscopic surgical performance as determined by expert review of
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ABSTRACT: Cystic Fibrosis Diagnostic Challenges over 4 Decades: Historical Perspectives and Lessons Learned

OBJECTIVE: Because cystic fibrosis (CF) can be difficult to diagnose, and because information about the genetic complexities and pathologic basis of the disease has grown so rapidly over the decades, several consensus conferences have been held by the US CF Foundation, and a variety of other efforts to improve diagnostic practices
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ABSTRACT: Examining the July Effect: A National Survey of Academic Leaders in Medicine

BACKGROUND: Whether the "July Effect" affects perspectives or has prompted changes in US Internal Medicine residency programs is unknown. METHODS: We designed a survey-based study to assess views and efforts aimed at preventing harm in July. A convenience sampling strategy (email listserv and direct messages to program leaders via the Electronic Residency Application
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ABSTRACT: Audio-visual aid in teaching “fatty liver”

Use of audio visual tools to aid in medical education is ever on a rise. Our study intends to find the efficacy of a video prepared on "fatty liver," a topic that is often a challenge for pre-clinical teachers, in enhancing cognitive processing and ultimately learning. We prepared a video
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ABSTRACT: Twelve tips for developing and delivering a massive open online course in medical education

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended
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ABSTRACT: Twelve tips for reducing production time and increasing long-term usability of instructional video

The use of instructional video is increasing across all disciplines and levels of education. Although video has a number of distinct advantages for course delivery and student learning, it can also be time-consuming and resource-intensive to produce, which imposes a burden on busy faculty. With video poised to play a
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ABSTRACT: A systematic review of the effectiveness of flipped classrooms in medical education

CONTEXT: There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching
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ABSTRACT: Root Cause Analysis and Actions for the Prevention of Medical Errors: Quality Improvement and Resident Education

The quality of care delivered by orthopedic surgeons continues to grow in importance. Multiple orthopedic programs, organizations, and committees have been created to measure the quality of surgical care and reduce the incidence of medical adverse events. Structured root cause analysis and actions (RCA2) has become an area of interest.
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ABSTRACT: How Exemplary Inpatient Teaching Physicians Foster Clinical Reasoning

PURPOSE: Clinical reasoning is a crucial component of training in health professions. These cognitive skills are necessary to provide quality care and avoid diagnostic error. Much previous literature has focused on teaching clinical reasoning in non-clinical environments and does not include learner reflections. The authors sought to explore, through multiple perspectives
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