Background: A recent uptick in hospital readmissions, prolonged lengths of stay that was above national benchmarks, and declining patient satisfaction scores threatened the institution’s reputation within the community and risked CMS reimbursement penalties. In response, an interdisciplinary physician-led huddle followed by a structured nurse-physician bedside rounding protocol was developed. This approach was designed to strengthen [...]

Background: Accurate, timely admission medication reconciliation (AMR) is a key patient-safety driver. Clinician-performed AMR has higher error rates compared to pharmacy-performed AMR. At our large, tertiary care institution, pharmacists capture only 75% of AMRs and require up to 48h for completion. Delays and errors in clinician-performed AMR on medicine floors have led to patient safety [...]

Background: Innovation in diversity, equity, and inclusion (DEI) across medical institutions is an area of growing focus. However, some national medical societies struggle to connect with learners and faculty who are members of groups traditionally underrepresented in medicine (URiM). URiM learners in college and medical schools may face additional financial barriers when attending conferences that [...]

Background: Point of Care Ultrasound (POCUS) is a growing field with an evidence-base across most clinical specialties. National surveys have shown student, resident, and fellowship training opportunities are increasing, but report lack of experience faculty as the primary barrier to POCUS use. The most effective faculty training programs include longitudinal training and mentorship. Unfortunately, few [...]

Background: Teaching complex topics, such as hyponatremia, requires simultaneous processing of multiple interconnected concepts. Traditional teaching methods like small and large group lectures may overwhelm learners, making innovative tools necessary to manage cognitive load. Serious games, designed with a primary purpose beyond entertainment—to teach, train, or assess students in a structured, engaging way designed for [...]

Background: For the clinician-educator, balancing patient care duties with educational responsibilities can be challenging.1 New methods are needed to augment the current toolkit of time-efficient teaching methods, which include strategies like the “one-minute preceptor” or bedside rounds.2 One educational strategy of interest is task-based learning (TBL), which structures learning around a clinical task.3,4 Rather than [...]

Background: Managing clinical deterioration in hospitalized patients is a major component of patient care. When medical students transition to residency, they are expected to manage patients who acutely decompensate in rapid response scenarios, often without dedicated training or exposure on their clerkship rotations. Simulation center training (SIM) has been utilized to help trainees recognize and [...]

Background: Hospital medicine is a rapidly growing specialty within internal medicine, offering diverse career opportunities in clinical practice, teaching, research, innovation, and quality improvement (QI). As with any other specialty within Internal Medicine, residents interested in Hospital Medicine need specialty guidance, mentorship, and professional development when considering careers in Hospital Medicine. The Hospital Internal Medicine [...]

Background: As generational gaps between leadership and early-career academic hospitalists continue to widen, acknowledging shifting priorities around mentorship is essential for success of new faculty. We noted decreased engagement with mentorship and scholarship among our junior faculty and sought to characterize contributing causes. We hypothesized that our existing dyad mentorship framework, designed by senior hospitalists, [...]

Background: Feedback is critical in medical education, yet its effectiveness is often compromised by suboptimal utilization. Many trainees experience a disconnect between feedback they receive and their self-perceptions, which can inhibit their growth and performance. Common challenges include inconsistencies between evaluative feedback and trainees’ beliefs about their capabilities, concerns regarding the credibility of the feedback [...]