Background: Procedural complications are a common source of adverse events in hospitalized patients(1, 2). In academic centers, bedside procedures have traditionally been performed by trainees, often without experienced proceduralist supervision, or referred to interventional radiology or consultant services, often with an associated delay in procedure performance. Many trainees report discomfort with their skill in performing [...]

Background: Many institutions rely on informal training for internal medicine (IM) residents about how to provide effective discharge communication to patients and their caregivers. Complete instructions are essential to safe transitions of care. At our institution, we evaluated baseline knowledge of these topics among IM residents, and assessed how an educational module impacted residents’ knowledge, [...]

Background: For 6 months in 2018, a major quaternary-care teaching hospital underwent closure of operating rooms (OR) and cardiac catheterization laboratory (CCL) due to flooding/sterilization issues and planned upgrades. Surgery and interventional cardiology trainees were reassigned to other teaching hospital sites of Yale School of Medicine, with the anticipated impact on Medicine/subspecialties not fully known. [...]

Background: Burnout is a term used to describe an extended response to psychosocial and interpersonal stressors precipitated in a work-setting.1 Although there are many aspects of burnout, those commonly identified include increased emotional exhaustion, cynical attitudes towards others, and the tendency to view oneself negatively. Medicine is a common, and well-renowned field that is heavily [...]

Background: Bedside rounds (BR) are an ideal method for teaching in the hospital, with many proposed benefits. However, the effect of BR on educational outcomes is incompletely understood. Our objective was to determine whether BR, compared to other forms of hospital ward rounds, improves learning outcomes in medical education. To accomplish this aim, we conducted [...]

Background: Interprofessional Education (IPE) has been gaining momentum in academic institutions across the United States since the initiation of the core competencies of interprofessional collaborative practice (IPC). Research suggests that student learners who engage in IPE become interprofessional team members who respect others’ roles and work towards creating positive health outcomes. While the promise of [...]

Background: Biases related to people with substance use disorder (SUD) actually increase during time spent in formal medical education, and continue into practice. Leading health professional education groups across medicine, nursing, pharmacy, and social work, including the Association of American Medical Colleges (AAMC), have recognized addressing substance use disorders including stigma and bias as a [...]

Background: In the early stages of the COVID-19 pandemic, there was a lack of knowledge about this new disease. Keeping up to date with new, rapidly expanding literature was demanding. Evidence-Based Medicine (EBM) practices were ambiguous and critical evaluation of scientific articles was challenging. Management of patients with COVID-19 was often isolating for providers and [...]

Background: A growing body of evidence suggests that selecting graduating medical students for residency interviews based solely on USMLE scores or clinical grades does not adequately capture the breadth of qualities needed to succeed as a resident as outlined by the ACGME competencies. Step scores have been shown to correlate with ITE scores and boards [...]

Background: It is imperative for Physician Assistant (PA) students to be exposed to hospital medicine as 40% of practicing PAs identify the hospital as their principal clinical practice setting (1). Many of these rotations were cancelled due to the COVID-19 Pandemic, negatively impacting the 70% of PA programs not affiliated with an academic medical center [...]