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 [...]

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: 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: Despite the increase in female medical students and clinicians, gender disparities continue to exist for female clinicians today, from limits on upward mobility and leadership positions to unequal pay and more. Within medical education, existing research shows male students outperform female students on the USMLE Step 1 licensing examination, which has longer-term ramifications on [...]

Background: Despite the current focus on developing handoff training curricula to improve patient safety, rigorous assessments of handoffs remain scarce. Immersive simulations allow for the evaluation of communication skills, but few specifically account for common external threats to effective handoff performance. Our aim was to investigate the effects of these interruptions in an educational handoff [...]

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: Strong evidence exists showing that effective communication in healthcare conversations improves outcomes such as patient satisfaction, safety, reduced malpractice suits, physician professional fulfillment and burnout prevention. Formal communication skills training in medical education is often limited to targeted sessions such as those focused on delivering bad news, code status and end of life care [...]