Background: Multidisciplinary rounds occurs in various formats. On our medical wards, centralized multidisciplinary team huddles are conducted daily to ensure the entire care team is engaged and contributing to care plan development. Often times this precludes bedside team rounds. Given the dynamic fluidity of an inpatient care plan and our desire to enhance patient and [...]

Background: While empathy is often a large focus at the undergraduate medical education (UME) level, it unfortunately loses priority at many residency training programs due to lack of a formal curriculum. Residents are at high risk for burnout, emotional exhaustion, and loss of meaning in their work, all of which can negatively impact their empathy. [...]

Background: Traditionally, academic medicine has had a trifold mission of education, research, and patient care, in which education and research were paramount. However, in many institutions, patient care is now the large single wheel, and education and research are smaller, crucial secondary wheels (1). Likewise, residency education emphasizes clinical care. Accordingly, new academic hospital medicine [...]

Background: As the landscape of healthcare changes, hospitalists are progressively at the fore front of medical training as educators for both students and residents. There is some literature suggesting that hospitalists are rated favorably by both house staff and medical students as better clinical educators on inpatient internal medicine rotation as compared to traditional non-hospitalist [...]

Background: Disparities in health outcomes that differ by racial or ethnic group, religion, socioeconomic status, gender, age, mental health, ability, sexual orientation or gender identity, geographic location, or other characteristics historically linked to discrimination or exclusion demonstrate that equitable care in the United States is a goal that has not been achieved. Treating all patients [...]

Background: Residency training includes learning to be an educator; however, it can be difficult for residents to feel comfortable and empowered to teach. Further, it has been established that the current generation of learners prefers an environment that incorporates a sense of community while providing competitive challenges. Purpose: Our goal was to establish a program [...]

Background: Entrustable Professional Activities (EPAs) are fast becoming the framework to assess medical student preparedness to deliver safe, high quality care. The hospital ward environment leads to highly variable teaching and evaluation of EPAs. Accordingly, we felt that the controlled teaching environment found in simulation (SIM) along with a standardized checklist with trained faculty would [...]

Background: Graduate Medical Education (GME) aims to provide quality education and patient care while adapting to changing healthcare systems, learner needs, and national policies. The traditional model of experiential learning is challenged by an increasing awareness of its effect on patient safety and resident fatigue. Simulation has emerged as a tool to provide deliberate practice [...]

Background: With the advent of resident duty hour restrictions, many programs now utilize nightfloat rotations in place of resident overnight call, with emphasis on admissions and crosscover of medical patients. While these rotations foster resident development through enhanced autonomy, they often lack structured didactics or formalized learning experiences, in stark contrast with rigorous structures of [...]

Background: Based on the study “Jobs, Careers, Callings: People’s Relations to their Work,” we wanted to see whether how residents intrinsically view their occupation affects their work engagement and burnout. We used the same three categories: “job” defined as viewing your occupation as a means to an end, “career” as focusing on advancement and prestige, [...]