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Abstract Number: L19
SHM Converge 2022
Background: The Accreditation Council for Graduate Medical Education (ACGME) established a core competency that requires residents to demonstrate respect and responsiveness to diverse patient populations (1). While the importance of diversity, equity, and inclusion (DEI) in graduate medical education (GME) is recognized, establishing an effective curriculum to address these issues is challenging. In pre-survey data […]
Abstract Number: M19
SHM Converge 2022
Background: Academic hospital medicine (HM) faculty typically follow clinician educator tracks with academic hospitalists seeing education as their primary motivation for joining academic programs. According to the 2020 State of Hospital Medicine survey, shifts and clinical work hours for academic HM faculty expectations are similar to community practice (ref). Many academic HM faculty are on […]
Abstract Number: N19
SHM Converge 2022
Background: Point-of-care ultrasound (POCUS) training was recently endorsed by the Alliance for Academic Internal Medicine (1) and the demand for training is increasing among internal medicine (IM) residency programs (2). Longitudinal POCUS training increases knowledge and skill retention compared to stand-alone workshops (3,4), but few programs currently provide longitudinal training due to institutional barriers, such […]
Abstract Number: N20
SHM Converge 2022
Background: There has been a national push over the last few decades to integrate patient safety within clinical care delivery. Despite an increased focus by educators and accrediting bodies, successful involvement of learners in high fidelity event review resulting in systems-level improvement lags behind expectations. Specific areas for improvement include faculty skillset development, involving interprofessional […]
Abstract Number: N23
SHM Converge 2022
Background: Career exploration and professional identity formation (PIF) are critical in undergraduate medical education (UME). With its focus on management of acutely ill, hospitalized patients, Hospital Medicine (HM) is an opportune environment for pre-clinical students to gain valuable, diverse clinical experiences. While widely utilized in UME, shadowing on HM direct-care services (HM-DCS) (i.e., those without […]
Abstract Number: O19
SHM Converge 2022
Background: Evidence-Based and Informed Clinical Practice is identified by the ACGME as a core clinical milestone (PBLI1). The Evidence Based Medicine (EBM) curriculum in the University of Wisconsin (UW) Internal Medicine Residency Program previously focused on didactics, journal clubs, and independent study. The COVID-19 pandemic interrupted these traditional EBM teaching methods, prompting us to re-evaluate […]
Oral Presentations
Abstract Number: OP6
SHM Converge 2022
Background: Residents are uniquely positioned to learn from and contribute to informatics. As key electronic health record (EHR) users, they offer practical solutions and feedback. Resident informatics engagement promotes EHR proficiency and accelerates implementation of best practices and quality improvement. Understanding how clinical data are structured creates a foundation for future scientific inquiry using clinical […]
Plenary Presentations
Abstract Number: PL1
SHM Converge 2022
Background: Racism is a public health crisis impacting patients and healthcare workers. Antiracist education is not typical in undergraduate or graduate medical education curriculum. Discriminatory practices in health care result in worse patient outcomes in Black, Indigenous, & People of Color (BIPOC). Committing to antiracist work is the first step in addressing racism and must […]