Background: The hospitalist role has traditionally been within the hospital setting where a dedicated Rapid Response Team (RRT) and critical care support are available to respond to acute clinical events. While hospitalist involvement in RRT/Codes can vary by institution, the academic hospitalist is infrequently the RRT/Code team leader. As the hospitalist’s scope expands to new [...]

Background: In graduate medical education, learning to provide critical feedback is a key component of developing clinical competence, professionalism, and effective team-based practice. The role of the supervising resident in offering feedback to junior learners is particularly challenging because of the near-peer relationship and the lack of formal training on this skill. Simulation is an [...]

Background: Microaggressions were first described by Dr. Chester Pierce in 1997 as “subtle and stunning” daily racial offenses and then by Sue et al. as “brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional” which often target marginalized groups. Many studies have demonstrated the harmful effect of microaggressions on the target [...]

Background: PechaKucha, Japanese for “chit chat”, is a presentation format with twenty slides auto advancing after twenty seconds each. The total presentation time is 6 minutes and 40 seconds. Slides rely on pictures and may be modified to include few words summarizing expansive topics. Feedback from our learners has been overall positive, with higher engagement [...]

Background: Medical education regarding health systems science and health equity is variable, often with limited opportunities for students to apply foundational concepts and skills in quality improvement and health equity. Equipping future hospitalists with critical skills and change frameworks is one way to meet the needs of both patients and health systems. Purpose: To create [...]

Background: Morning rounds on inpatient teaching services are a fundamental element of patient care delivery and trainee development. However, overall care and education can be negatively impacted when rounds extend past late morning. Optimal teaching rounds involve balancing the three domains of patient care, education, and operational efficiency. We developed an interdisciplinary workgroup, including residents, [...]

Background: The hospitalist position has exploded in recent years to become one of the largest single groups of physicians in medicine, increasing in size by 50% from 2012 to 2018. Many early career hospitalists have limited, if any, dedicated training for the role beyond their internal medicine residencies. Accordingly, new hospitalists may have greatly varying [...]

Background: Hospital Medicine has seen rapid growth since its emergence as an independent field. While internal medicine residency provides robust training for the clinical aspects of inpatient medicine, residents are not always given adequate education and insight into the non-clinical aspects of a hospitalist career. Specialized hospitalist tracks have been developed in residency programs across [...]

Background: A patient’s hospitalization encounter is a valuable opportunity to align potential social and structural barriers with the healthcare multidisciplinary team’s (MDT) resources for intervention. Teaching learners to assess and address social determinants of health (SDH) is a key objective of medical education and becoming a physician. Few studies describe curricula implementing these skills during [...]

Background: Coaching and mentorship programs for new hospitalists can help support early career development. However, new faculty may need additional real-time support as they attend on service for the first time. This may be particularly useful on the teaching service given the unique challenges new faculty may face, such as developing teaching points, providing feedback [...]