Background: As the volume of inpatient clinical support tasks (non-direct patient care tasks) has increased, there has been increasing frustration amongst the internal medicine residents at our institution with the efficiency and educational value of their inpatient internal medicine ward experience. This is consistent with similar frustrations amongst trainees and hospitalists across the country. “You [...]

Background: Medical training relies on direct observations and formative feedback. After graduation, opportunities to receive feedback on clinical teaching diminish. Hospitalists typically receive feedback through learner evaluations which can be untimely, non-specific, and biased. The objective of this study was to examine if feedback after peer observation results in improved inpatient teaching behaviors. Methods: Academic [...]

Background: The ACGME has developed competencies for systems-based practice and problem-based learning and improvement to encourage trainees to integrate quality and safety into their everyday practice. Furthermore, the AAMC has a call to action for US Medical schools and teaching hospitals to successfully align clinical and education missions in order to have quality improvement and [...]

Background: Although residency programs strive to train residents in effective teaching, few tools to provide direct observation and feedback exist. In our prior work, we developed and validated observed structured teaching exercises (OSTEs) for pediatric and internal medicine residents. Exercises include providing feedback on a presentation, teaching on rounds, teaching at the bedside, and giving [...]

Background: Advanced practice providers (APPs) such as nurse practitioners and physician assistants have become an important addition to the hospital medicine team with the growing demand for physician providers. As APPs experience variable exposure to hospital medicine during training, the Society of Hospital Medicine and other governing bodies such as the American Academy of Physician [...]

Background: The accelerating integration of point of care ultrasound (POCUS) training into UME and GME curricula puts academic faculty untrained in POCUS at a disadvantage. Educating providers in POCUS during the clinical day is challenging. A faculty development program that creates a safe learning space for providers with variable schedules and unpredictable clinical responsibilities would [...]

Background: The Exercises in Clinical Reasoning (ECR) series in the Journal of General Internal Medicine (JGIM) is a unique and growing series of 30 case-based problem-solving manuscripts, designed to teach the foundations of clinical reasoning to both educators and students. For selected cases, the ECR team has produced teaching materials, including PowerPoints of ECR cases [...]

Background: Innovation in graduate medical education is driven by the recognition of residents as adult learners. Increasing digitization provides for exciting opportunities to make the learning process more interactive. The use of audience response devices, or clickers, have been shown to be highly effective in higher education by improving engagement and participation in the classroom [...]

Background: Unconscious attitudes, also known as implicit biases are ubiquitous and their effects are wide-ranging. From something as seemingly insignificant as the clutching of a purse in lieu of a passerby to something of potential great consequence such as the lack of a surgical referral, the fingerprints of implicit bias are on many of the [...]

Background: As the U.S. population becomes more diverse, Hospital staff need to be better educated to care for patients of varying cultural and social backgrounds. More than half of all U.S. babies born today are people of color, and by 2050 our nation will have no clear racial or ethnic majority. As such, the authors [...]