Background: Stigmatizing language (SL) is common in the medical record and can perpetuate bias, which has downstream effects on clinical decision-making and patient care and promotes healthcare inequity1-3. Internal medicine residents are often front-line clinicians for composing documentation and residency faculty are tasked with providing feedback and training on best documentation practices. However, the extent [...]

Background: Despite advances in medical education, how modern students engage in experiential learning from patient interactions is not fully understood. Systemic pressures such as healthcare complexities, institutional metrics, and academic demands, leave learners and educators spread thin and frustrated. These prompt students to rely on third-party resources for exam preparation at the expense of direct [...]

Background: Bedside teaching is central to medical training, yet trainees often report it is underutilized and constrained by clinical demands. Prior local peer-observation studies have examined the quantity and types of teaching techniques from the attending perspective, but little is known about how teaching moments are perceived by residents in real-time during rounds. Although observer [...]

Background: Teaching during rounds is a key component of medical education. While peer observation studies have examined bedside teaching from the attending perspective, limited literature exists on resident viewpoints. Family-centered rounds (FCR) studies have identified attending behaviors as a key factor in resident satisfaction, yet the specific ways in which attendings impact trainee education in [...]

Background: Effective strategies that integrate anti-racism education into clinical practice are needed to address persistent racial disparities. Existing curricula are often limited by time and inconsistent exposure, reducing their ability to support sustained behavior change. The 5-Minute Moment for Racial Justice (5MMRJ) curriculum addresses this gap through brief, structured 10-minute case-based sessions illustrating how bias [...]

Background: Attending on inpatient teaching services is a vital component of faculty development for clinician educators. However, the expansion of hospitalist service lines has outpaced the growth of graduate medical training programs, creating a relative scarcity of inpatient faculty teaching opportunities. This issue has been discussed in commentaries and message boards, but to our knowledge [...]

Background: Artificial intelligence (AI) tools have rapidly entered academic and clinical workflows, offering new ways to streamline documentation, enhance writing clarity, and reduce administrative burden. Within medical education, AI is increasingly used for tasks such as editing, summarizing, and generating written content. One emerging area is the use of AI to assist in drafting or [...]

Background: “Intern orientation” is the time between when interns arrive and start their clinical rotations in graduate medical education (GME), typically comprised of onboarding activities like EHR training. However, there are no published descriptions in internal medicine (IM) residency of typical orientation duration or content covered, which likely varies. Without this, there is risk of [...]

Background: Clinical growth is outpacing educational growth at academic medical centers (AMCs) reducing traditional teaching opportunities-especially in rapidly expanding fields like hospital medicine. Despite these pressures, little guidance exists on how leadership should allocate limited teaching time. Our goal was to explore academic hospitalists’ preferences for allocating traditional teaching time (i.e., time on services with [...]

Background: Point-of-care-ultrasound (POCUS) is increasingly recognized as a fundamental skill in internal medicine for diagnostic and therapeutic interventions. Many internal medicine programs lack structured POCUS training leading to variable resident exposure and confidence. An internal needs assessment indicated that our residents most desired training in cardiac POCUS. Therefore, we implemented a focused curriculum to improve [...]