Background: Across the field of Hospital Medicine, there is a “call to arms” to build robust faculty development programs(1). Medical education and clinical teaching are common career interests for early career hospitalists (ECH), defined as hospitalists ≤5 years since postgraduate training. ECH often pursue academic positions to explore an interest in medical education, but find […]

Background: The Pediatric Hospital Medicine (PHM) Core Competencies define the expertise required of practitioners in the field and provide a framework for graduate and continuing medical education activities. Since their initial publication in 2010, the scope of practice among pediatric hospitalists has matured. Pediatric hospitalists lead or participate in institutional and national efforts that emphasize […]

Background: EHR time motion studies have shown a significant time burden and concern that bedside manner, physical exam skills and physician wellness are at risk. However, nearly all studies to date have only focused on practicing physicians and residency training programs. Nearly all U.S. based medical schools allow medical student access, thus EHR exposure actually […]

Background: Physician advocacy and knowledge of healthcare policy are vital elements of medical education and included within the ACGME Core Competency of Systems-Based Practice. The ability to advocate effectively has potential to impact healthcare regulations for both inpatient and outpatient practice. However, many GME programs do not incorporate these topics into their trainee education. To […]

Background: The National Board of Medical Examiners (NBME) mandates shelf examinations for all upper-level medical students completing the Internal Medicine (IM) clerkship. Undergraduate medical curricula have adopted many disparate strategies for succinctly delivering “high-yield” topics to students prior to their examinations, such as PowerPoint presentations, mock examinations, and review of challenging questions from question banks […]

Background: Despite a commitment to high-quality medical education, diagnostic errors continue to be pervasive. Clinical presentations with nonspecific symptoms and diagnoses with wide differentials are prone to diagnostic errors; dizziness may be the epitome of this conundrum. Dizziness is a common symptom, costly to assess, and frequently misdiagnosed. Diagnostic decisions have high stakes, given the […]

Background: Historical studies suggest that bedside (BS) rounding is optimal for learners. More recent studies report variable results with BS rounding viewed unfavorably among learners. Nonetheless, some academic institutions are moving toward widespread adoption of BS rounding as the preferred rounding style. On the Internal Medicine (IM) inpatient teaching services at the University of Kentucky […]

Background: Teaching trainees clinical reasoning is a critical skill for clinical teachers. Advances in the fields of cognitive science and educational theory have provided a conceptual framework of core concepts in clinical reasoning: problem representation, illness scripts, treatment thresholds, and test-treatment thresholds. Purpose: We designed a one-hour workshop to teach interns core concepts in clinical […]

Background: Point-of-care ultrasound (POCUS) is increasingly being used across medical specialties, improving diagnostic accuracy in numerous medical presentations and levels of acuity. Training in these skills is currently offered through major societies, but graduate medical POCUS training in internal medicine and family medicine is not common in US residencies. Therefore, we designed a two-week inpatient […]

Background: Hospital Medicine (HM) continues to be a rapidly evolving field. Within our own institution, 15-20% of our graduates in the Internal Medicine Residency Program have pursued careers in HM in recent years. Purpose: The goal of this project is to provide residents with better preparation for careers in HM by implementing a HM Pathway. […]