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: 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: 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: As the volume of inpatient clinical support tasks (non-direct patient care tasks) has increased, there has been increasing frustration amongst the internal medicine residents at our institution with the efficiency and educational value of their inpatient internal medicine ward experience. This is consistent with similar frustrations amongst trainees and hospitalists across the country. “You [...]

Background: The Association of American Medical Colleges identifies consideration of social determinants of health (SDoH) and patient-specific factors as key components of entrustable professional activities (Englander 2016). Prior studies of medical students and Internal Medicine (IM) residents demonstrated baseline gaps in integrating SDoH into clinical reasoning (CR) in the outpatient setting (Schwartz 2010, Wilhite 2020), [...]

Background: Interprofessionalism is an increasingly important part of hospitalist clinical practice, allowing providers to maximize the breadth of care provided to patients. As a result, teaching Interprofessional (IP) skills has become an integral part of Undergraduate Medical Education (UME), as guided by the Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice . At [...]

Background: Innovation in diversity, equity, and inclusion (DEI) across medical institutions is an area of growing focus. However, some national medical societies struggle to connect with learners and faculty who are members of groups traditionally underrepresented in medicine (URiM). URiM learners in college and medical schools may face additional financial barriers when attending conferences that [...]

Background: The Healthcare Improvement and iNnovation in Quality (THINQ) Collaborative, launched by UCLA Health’s Department of Medicine (DoM) Quality Program in 2014, aims to fill gaps in quality improvement (QI) education at the undergraduate level. As QI and patient safety (PS) have become core aspects of health professions education, interdisciplinary, team-based care models are increasingly [...]