Background: Point-of-Care-Ultrasound (POCUS) is increasingly recognized as a useful diagnostic tool in hospital medicine. US-based resident physicians are increasingly trained in the use of POCUS, but education and training for hospitalist attendings may lag behind creating a potential safety gap in supervision. We developed a test assessing knowledge of routine applications of POCUS used in [...]

Background: Multidisciplinary (MDR) team rounds were established at Halifax hospital as daily, dedicated interactions between varying members of the care team on each inpatient floor. Members of the care team include physicians, nurses, physical therapists, pharmacists, and case managers. These multidisciplinary interactions allow for smooth, real-time, and accurate information that facilitate communication and enhance the [...]

Background: Robust faculty development programs are useful for teaching hospitalists who are often providing the largest portion of the education experience for residents in internal medicine and is key to maintaining institutional competence. This requires setting standards, assessing performance and providing developmental pathways, especially for faculty performing below standards. Community hospitals may not always have [...]

Background: For most of the past century, clinical medicine was taught almost exclusively at the bedside. Currently, learners participate in a variety of activities that may or may not include bedside teaching. Balancing quality patient care and teaching a diverse group of learners is often a challenge. Electronic health records (EHR) with an ever-growing amount [...]

Background: Mentoring skills are valuable assets for academic medicine faculty, who support academic excellence including scholarly productivity of the next generation of physicians. But mentoring students and residents in scholarly projects is often challenged by increased clinical, administrative, research, and other educational demands on medical faculty. And since clinician educators rarely receive training on the [...]

Background: The accelerating integration of point of care ultrasound (POCUS) training into UME and GME curricula puts academic faculty untrained in POCUS at a disadvantage. Educating providers in POCUS during the clinical day is challenging. A faculty development program that creates a safe learning space for providers with variable schedules and unpredictable clinical responsibilities would [...]

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: Healthcare has become exponentially more complex with intricate systems of care delivery and large, diverse, subspecialized provider teams. Because of the multi-faceted nature and promise of effective leadership, many healthcare systems have turned to leadership development as a strategy to address the challenges this complexity brings. Leadership development programs have historically targeted traditional hierarchical [...]

Background: Healthcare systems need formal processes for recognizing achievements in healthcare improvement to support promotion. To aid in the recognition of faculty members’ contributions to healthcare improvement, institutions have begun to use portfolios to document and highlight an individual’s achievements and successes. All healthcare professions contribute to healthcare improvement. Yet, existing healthcare improvement portfolios have [...]

Background: There is a growing emphasis on teaching Quality Improvement (QI) to resident physicians and medical students. Successful QI training for residents and students requires faculty role models, teachers and mentors. However, faculty with QI skills and knowledge is lacking at many academic medical centers. Active learning programs to improve faculty capacity for QI have [...]