Background: General medicine consultation (GMC) requires familiarity with consultative medicine and effective collaboration, as well as understanding distinctions between consultation and co-management.1-6 Although GMC is a requirement of internal medicine training, little guidance exists in developing curricula, and co-management may be neglected.2 A GMC curriculum exists within the Section of Hospital Medicine at University of Chicago, [...]

Background: Interest in quality improvement (QI) has increased exponentially in recent years throughout medicine. However, most QI educational resources have been centered at university-based hospitals. Less well-resourced community hospitals may have less access to these QI resources and encounter substantial challenges including an unwelcome culture towards QI, difficulty engaging stakeholders, and interpersonal conflicts. Due to [...]

Background: As physicians, it is essential to improve time management skills to promote future career success. After medical school, a first-year resident is faced with balancing the multiple demands of their new profession. A previous survey showed that task prioritization and time management were considered a problematic area for new doctors. Unfortunately, these skills are [...]

Background: At Barnes-Jewish Hospital/Washington University residency programs, non-internal medicine interns undergo a significant portion of their training via the Hospitalist Medicine Division to fulfill their ACGME requirement of inpatient internal medicine. The hospitalist schedule is a 7-on and 7-off rotation, resulting in new attendings each week for both supervising direct patient care and leading intern [...]

Background: It is typical for new advanced practice providers (APPs) to onboard within our hospital medicine division for at least six months. With the arrival of the first Covid-19 surge in Spring 2020, we onboarded a dozen off-service APPs on a much shorter timeline, typically one week. This required intensive precepting and teaching. As the [...]

Background: Clinical training for healthcare professionals traditionally relies on learning through experiences with patients, even for high-risk invasive procedures and life-threatening situations. To bridge the gap between classroom teaching and real-world clinical experiences, our program launched a new patient safety simulation program combining “Mishap” room and high-value clinical case scenarios in a risk-free environment for [...]

Background: The diagnostic process is fraught with diagnostic uncertainty. Typically, discussions about diagnostic uncertainty occur upon admission and during rounds, which are increasingly conducted virtually during the COVID-19 pandemic. Furthermore, key dimensions in the diagnostic process (history taking, physical examination, interpretation of diagnostic tests) are affected by breakdowns in communication between patients and clinicians, physical [...]

Background: Preclerkship medical education promotes the concept of clinical certainty through multiple choice testing and diagnostic reasoning curricula focused on System 1 thinking, namely illness scripts and pattern recognition (1). Clerkship medical education reinforces this concept via diagnosis driven didactic sessions and limited physician-led discussions of management uncertainty (2). Yet, clinical uncertainty is an inherent [...]

Background: Feedback from last year’s Residency Essentials course identified cross-cover as a deficiency. We designed a simulation based cross-cover exercise for fourth-year medical students. The objective was to have students address common cross-cover scenarios and determine need to respond to a page in-person versus telephone. Purpose: Interns are expected to cross-cover but lack formal training. Cross-cover requires gathering pertinent [...]

Background: Reflective writing has been increasingly incorporated into pre-clinical medical education as a means to increase empathy, foster professional development, and encourage well-being. [1] However, not all students inherently enjoy writing, and many may not have the opportunity to debrief on emotionally charged experiences with classmates during the clinical years. In addition, the topics on [...]