Background: Case-based scholarship and education are important and longstanding sources of knowledge about new diseases, rare presentations of known diseases, and side effects of treatments. Cases are commonly used to teach clinical decision-making and to tie together theoretical topics to real-life patient care. Hospital Medicine provides access to a myriad of clinical cases. However, sharing [...]

Background: Near-peer teaching is an educational relationship among students close in experience that has gained increasing recognition in medical education and has been shown to be as effective as traditional teaching methods. A sub-internship is a clinical rotation where senior medical students perform the role of an intern under housestaff and attending supervision. Many sub-interns [...]

Background: Internal Medicine Teaching Teams (IMTTs) aim to deliver both exceptional clinical education and efficient, high-quality patient care. However, increasing workloads and the fast pace on inpatient wards are challenging this dual objective. Our study sought to understand the tensions between education and clinical practice in IMTTs and how academic leaders are addressing these challenges. [...]

Background: Biases and microaggressions are common in the clinical setting and can impact the wellbeing of medical trainees and faculty. From our knowledge, this is the first study to assess workplace experiences based on group identity of medicine faculty and trainees across sites and subspecialities using qualitative and quantitative data to help design re-enactment upstander [...]

Background: Central venous lines (CVL), including temporary dialysis catheters, are often required in the inpatient setting. While CVLs are frequently placed in radiology suites or intensive care units (ICU), many institutions allow placement on medical-surgical wards by Hospitalist Bedside Procedure Services (BPS). The BPS at our institution began to perform CVL placement at the patient [...]

Background: Clinicians, researchers, educators, and administrators have grappled with the implications of generative artificial intelligence (AI) in healthcare since the release of the first publicly available large language model (LLM) in late 2022. Efforts have been directed towards evaluating LLMs’ performance in common clinical and scholarly tasks and debating important considerations including patient safety, information [...]

Background: The hospitalists affiliated with academic institutions typically have professional expectations to serve as clinician-educators. Despite these faculty expectations, few hospitalists have explicit training in how to teach effectively and lack formal experience in developing these skills. There is both a demand and need for sanctioned educational opportunities for academic hospitalists to refine their teaching [...]

Background: Many academic hospitalists begin their careers directly after residency and are expected to become teaching attendings without additional training or experience. Early attendings must quickly learn how to balance autonomy and supervision, advance patient care, and educate a wide spectrum of learners. Although tools such as faculty development workshops or peer observation programs are [...]

Background: Medical education regarding health systems science and health equity is variable, often with limited opportunities for students to apply foundational concepts and skills in quality improvement and health equity. Equipping future hospitalists with critical skills and change frameworks is one way to meet the needs of both patients and health systems. Purpose: To create [...]

Background: Whiteboard mini lectures (WMLs), a “chalk talk” subtype, are interactive, small group sessions that use a whiteboard and markers as the primary teaching tools, A distinguishing feature of WMLs is the flexibility to creatively teach material by combining written text with novel, hand-drawn visuals such as diagrams, flow charts, and graphics. Assessment of WMLs [...]