Background:  The Society of Hospital Medicine considers stroke care to be a core competency in hospital medicine.  Hospitalists must be prepared to lead inpatient stroke alerts, as neurologists may not be readily available outside of academic medical centers.  However, even graduates of hospitalist training programs may report insufficient experience in leading these complex, time-pressured, high-stakes [...]

Background: Accreditation Council for Graduate Medical Education (ACGME) program requirements for family medicine permit wide variability in adult inpatient medicine curricula. Family physicians compose a significant percentage of the hospitalist workforce, and the American Board of Family Medicine co-sponsors the Recognition of Focused Practice in Hospital Medicine. Previously published survey data describe certain residency characteristics [...]

Background: Point-of-care ultrasound (POCUS) is a diagnostic modality that can improve diagnosis, reduce cost, and increase patient satisfaction. POCUS is being increasingly utilized in internal medicine (IM), and IM residents desire training in POCUS. A such, residency programs across the country have implemented various strategies to teach POCUS, though the impact of these interventions is [...]

Background: The substantial increase in medical knowledge along with the pursuit of enhanced outcomes and quality of care has led to significant subdivision of medical and surgical specialties. Physicians, regardless of level of training or scope of practice, should be able to efficiently and safely approach and manage a patient that is facing a medical [...]

Background: In 2016, there were more than 50,000 hospitalists working in the United States. The Society of Hospital Medicine (SHM) published ‘The Core Competencies in Hospital Medicine’ as a blueprint to standardize expectations of practicing hospitalists and to inform continuing medical education (CME) programs. We conducted a qualitative study to discover elements judged to be [...]

Background: Despite widespread mandated use of Electronic Health Records (EHR), many residency programs struggle to find the best strategy to conduct EHR training. Traditional EHR training sessions are typically led by non-clinical IT staff and are often structured around software functionalities rather than clinical workflow. Furthermore, EHR training is often not customized to the needs [...]

Background: Communication is recognized by the LCME and ACGME as an essential competency with significant patient safety implications; the Joint Commission cites communication errors as a major cause of sentinel events. Consultation is a near-universal method of communication between physicians of all disciplines. However, formal education in requesting a consultation is inconsistent in undergraduate medical education [...]

Background: Systems-based practice (SBP) is critical to physicians’ work and is gaining emphasis in medical school curricula. Purpose: In this hospitalist-led pilot curriculum for first-year medical students, we developed a novel didactic and experiential approach to teaching SBP skills, seeking to help students apply newly-acquired SBP concepts to inpatient improvement projects to add value to the clinical environment. Description: For the 12 [...]

Background: Communicating with patients with limited English proficiency (LEP) can be a challenge. Despite laws and studies reinforcing the need to use appropriate interpretation services, many fail to do so. Impressing upon learners the importance of effective communication with LEP patients poses another barrier. We created an innovated immersive experience to help learners understand the [...]

Background: Patients at high risk for cardiac events often receive telemetry, however, overutilization of cardiac monitoring leads to unnecessary interventions and increased healthcare costs. The American Heart Association (AHA) recommends classification of cardiac risk via symptoms and clinical course for determining telemetry needs as Class I, II, or III from highest to lowest risk respectively. [...]