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Smith CS, Kennedy E, Quick K, Carrico CK, Saeed S. Dental faculty well-being amid COVID-19 in fall 2020: A multi-site measure of burnout, loneliness, and resilience. J Dent Educ 2021; 86:406-415. [PMID: 34780060 DOI: 10.1002/jdd.12822] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 09/24/2021] [Accepted: 10/19/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study aimed to understand the impact of the COVID-19 pandemic on dental school faculty's self-reported burnout, loneliness, and resilience. METHODS A 34-item questionnaire composed of three previously validated scales - adapted Copenhagen Burnout Inventory, the brief resilience scale, and a short loneliness scale - and demographic information was sent by email to dental school faculty in four dental schools across the US during the sixth and seventh months of the COVID-19 pandemic. RESULTS Two-hundred sixteen (19.63%) of faculty invited to participate completed the survey. On a scale of five, with five indicating extreme burnout and one indicating no burnout, the average personal burnout was 2.7 (SD = 0.83), and work-related burnout (WRB) was 2.8 (SD = 0.83). Personal and WRB decreased with increasing age. WRB was significantly higher among full-time faculty, females, and those living alone. Faculty who lived alone experienced more loneliness than those who lived with others. Resilience was not a statistically significant difference across demographic groups. Regarding the impact of COVID-19 pandemic on their burnout, loneliness, and resilience on a scale ranging from "Never" (scored as 1) to "A great deal" (scored as 5), the average response for burnout was 3.3 (SD = 1.01), loneliness was 2.6 (SD = 1.10), and resilience was 2.8 (SD = 0.99). CONCLUSION(S) While self-reported burnout and resilience scores did not show a significant increase during the pandemic, the rates of burnout and loneliness remain higher than the public. Dental education has real challenges and opportunities to explore individual and organizational interventions to combat burnout and loneliness and enhance resilience among faculty.
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Affiliation(s)
- Carlos S Smith
- Department of Dental Public Health and Policy, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA.,Affiliate Faculty, Oral Health Equity Core, Institute for Inclusion, Inquiry and Innovation, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Erinne Kennedy
- Kansas City University College of Dental Medicine, Kansas City, Missouri, USA.,Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Karin Quick
- University of Minnesota School of Dentistry, Minneapolis, Minnesota, USA
| | - Caroline K Carrico
- Department of Dental Public Health and Policy, Oral Health Services Research Core, School of Dentistry, Philips Institute for Oral Health Research, Virginia Commonwealth University, Richmond, Virginia, USA.,Department of Biostatistics, School of Medicine, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Sophia Saeed
- Department of General Dentistry, University of Connecticut School of Dental Medicine, Farmington, Connecticut, USA
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Lunn ML, Ellinger AD, Nimon KF, Halbesleben JR. Chief Executive Officers' Perceptions of Collective Organizational Engagement and Patient Experience in Acute Care Hospitals. J Patient Exp 2021; 8:23743735211034027. [PMID: 34395847 PMCID: PMC8361540 DOI: 10.1177/23743735211034027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
The concept of employee engagement has garnered considerable attention in acute care hospitals because of the many positive benefits that research has found when clinicians are individually engaged. However, limited, if any, research has examined the effects of engaging all hospital employees (including housekeeping, cafeteria, and admissions staff) in a collective manner and how this may impact patient experience, an important measure of hospital performance. Therefore, this quantitative online survey-based study examines the association between 60 chief executive officers' (CEOs') perceptions of the collective organizational engagement (COE) of all hospital employees and patient experience. A summary measure of the US Hospital Consumer Assessment of Healthcare Providers and Systems survey scores was used to assess patient experience at each of the 60 hospitals represented in the study. A multiple linear regression model was tested using structural equation modeling. The findings of the research suggest that CEOs' perceptions of COE explain a significant amount of variability in patient experience at acute care hospitals. Practical implications for CEOs and other hospital leaders are provided that discuss how COE can be used as an organizational capability to influence organizational performance.
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Affiliation(s)
- Mary Lynn Lunn
- Tulane University, Freeman School of Business, New Orleans, LA, USA.,The University of Richmond, Robins School of Business, Richmond, VA, USA
| | - Andrea D Ellinger
- The University of Texas at Tyler, Soules College of Business, Tyler, TX, USA
| | - Kim F Nimon
- The University of Texas at Tyler, Soules College of Business, Tyler, TX, USA
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Nentin F, Gabbur N, Katz A. A Shift in Medical Education During the COVID-19 Pandemic. Adv Exp Med Biol 2021; 1318:773-784. [PMID: 33973211 DOI: 10.1007/978-3-030-63761-3_43] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
The COVID-19 pandemic has abruptly affected every aspect of people's daily lives worldwide. Just like every other area, the medical field has been dramatically impacted by the need to care for a large number of patients while at the same time protecting staff, patients, and their families. Changes in the wake of the pandemic called for the prompt and extensive rechanneling and re-organization of resources. The pandemic has opened challenges and concerns for patient safety, starting with the early recognition that individuals, including medical staff, may spread the virus during the asymptomatic phase. Many healthcare facilities faced resource-limited settings, including challenges in the availability of personal protective equipment for healthcare providers. Additionally, the pandemic has disrupted medical education, both at the undergraduate and at the graduate levels, and according to many predictions, its effects may forever transform the ways medical education is delivered. In this chapter, we are exploring the history of medical education, describe changes in medical education experienced during the COVID-19 pandemic, and predict some of the considerations worth taking into account when envisioning the future of medical education.
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Affiliation(s)
- Farida Nentin
- Department of Obstetrics, Gynecology and Reproductive Science, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Nagaraj Gabbur
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, North Shore University Hospital and Long Island Jewish Medical Centers, Manhasset, NY, USA
| | - Adi Katz
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, Lenox Hill Hospital, New York, NY, USA.
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Lee TC, Reyna C, Shah SA, Lewis JD. The road to academic surgical leadership: Characteristics and experiences of surgical chairpersons. Surgery 2020; 168:707-713. [PMID: 32660864 DOI: 10.1016/j.surg.2020.05.022] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 05/07/2020] [Accepted: 05/15/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND The evolving landscape of academic surgery demands leaders who are not only effective clinicians and researchers, but also administrators able to navigate complex hospital organizations, financial pressures in the era of quality measures, and inclusion of an increasingly diverse workforce. The aim of this study was to characterize achievements and assess perspectives in becoming a surgical chair in order to guide young surgeons in their career trajectories to surgical leadership. METHODS A survey encompassing demographics, surgical training, nonmedical advanced degrees, academic advancement, and leadership experiences was sent via electronic mail to members of the American College of Surgeons Society of Surgical Chairs in December 2018. RESULTS Of 191 Society of Surgical Chairs members, 52 (27.2%) completed the survey, with 6 (11.5%) women, 40 (76.9%) white, and the majority becoming chair between ages 46 and 60 (n = 39, 75.0%). Training beyond residency included fellowships (n = 41, 78.8%) and advanced nonmedical degrees (n = 15, 28.8%). Median H-index was 47 (range 10-120) with 126 (5-500) research publications, and grants received was 2 (0-38) for federal and 5 (0-43) for industry. Female chairs appear to have fewer nonmedical degrees (n = 1) and no difference in age at becoming chair (66.7% vs 79.6% between ages 46 and 60), H-index (26 [10-41] vs 49 [17-120]), or publications (93 [10-189] vs 150 [5,500]). Prior educational (n = 36, 69.2%) and clinical (n = 44, 84.6%) leadership roles were common, with 30 chairs (57.7%) having held both roles. Experiences which respondents felt have most helped them function as chair included serving as a clinical division director (n = 37, 71.2%), residency program director (n = 28, 53.8%), leadership courses (n = 28, 53.8%), a research career (n = 22, 42.3%), and being a vice/interim chair (n = 15, 28.8%). Personal traits felt to be most important in becoming a successful chair included being effective at communication (n = 37, 71.2%), collaborative (n = 35, 67.3%), trustworthy (n = 30, 57.7%), and a problem-solver (n = 27, 51.9%). CONCLUSION Becoming a department surgical chair often involves not only surgical subspecialty expertise, but also nonmedical training and prior leadership roles, which help facilitate development of skills integral to navigating the collaborative and diverse nature of academic surgery in the current era.
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Affiliation(s)
- Tiffany C Lee
- Department of Surgery, University of Cincinnati College of Medicine, OH
| | - Chantal Reyna
- Department of Surgery, University of Cincinnati College of Medicine, OH
| | - Shimul A Shah
- Department of Surgery, University of Cincinnati College of Medicine, OH
| | - Jaime D Lewis
- Department of Surgery, University of Cincinnati College of Medicine, OH.
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Kesselheim JC, Clayton CP, Fritz J, Smith RE, Gitlin SD, Reid E, Zuckerman KS, Kahn MJ. The American Society of Hematology (ASH) Medical Educators Institute: a Pilot Faculty Development Project for Hematology Educators. J Cancer Educ 2019; 34:719-724. [PMID: 29682694 DOI: 10.1007/s13187-018-1363-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Clinician educators at academic medical centers often lack the community, mentorship, and faculty development to support their missions around education scholarship and teaching. Inadequate support for clinician educators can lead to professional dissatisfaction and slowed academic advancement. In 2014, ASH conducted a needs assessment of medical school hematology course directors, hematology-oncology fellowship program directors, and other ASH members identified as educators to determine this community's desire for faculty development in medical education. These data furthered the development of an annual faculty development program for hematology educators offering an interactive curriculum and support for an educational scholarly project. The needs assessment indicated that over 70% of respondents would be personally interested in a faculty development opportunity for hematology educators and only 11% had previously participated in such a program. A steering committee designed an intervention blending didactics, interactive small group exercises, webinars, mentorship for a scholarly project, 360-degree feedback for each participant, and a forum to discuss common career development goals. Of 42 applicants, 20 participants were chosen for the inaugural workshop. Following successful execution of the workshop, participants reported significant increase in confidence in the knowledge, skills, and attitudes targeted by the curriculum. A series of follow-up webinars have been developed to deliver additional content not covered during the workshop and to continue mentorship relationships. The curriculum will be further refined based on feedback from faculty and participants. Long-term outcome measurement will include tracking all participants' publications and presentations, time to promotion, and involvement in national medical education initiatives.
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Affiliation(s)
- Jennifer C Kesselheim
- Dana-Farber/Boston Children's Cancer and Blood Disorders Center, Harvard Medical School, Boston, MA, USA
| | | | - Josel Fritz
- Training and Evaluation, American Society of Hematology, Washington, DC, USA
| | - Roy E Smith
- UPMC Hillman Cancer Center, Pittsburgh, PA, USA
| | - Scott D Gitlin
- University of Michigan Health System and Veterans Affairs Ann Arbor Health System, Ann Arbor, MI, USA
| | - Erin Reid
- UC San Diego Moores Cancer Center, University of California San Diego School of Medicine, San Diego, CA, USA
| | | | - Marc J Kahn
- Tulane University School of Medicine, New Orleans, LA, USA
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Abstract
The authors describe influences associated with the incorporation of modern technologies into medical school admissions processes. Their purpose is not to critique or support specific technologies but, rather, to prompt reflection on the evolution that is afoot. Technology is now integral to the administration of multiple admissions tools, including the Medical College Admission Test, situational judgment tests, and standardized video interviews. Consequently, today's admissions landscape is transforming into an online, globally interconnected marketplace for health professions admissions tools. Academic capitalism and distance-based technologies combine to enable global marketing and dissemination of admissions tests beyond the national jurisdictions in which they are designed. As predicted by disruptive business theory, they are becoming key drivers of transformative change. The seeds of technological disruption are present now rather than something to be wary of in the future. The authors reflect on this transformation and the need for tailoring test modifications to address issues of medical student diversity and social responsibility. They comment on the online assessment of applicants' personal competencies and the potential detriments if this method were to replace admissions methods involving human contact, thanks to the ease with which institutions can implement them without cost to themselves and without adequate consideration of measurement utility or contextual appropriateness. The authors advocate for socially responsible academic capitalism within this interconnected admissions marketplace: Attending to today's transformative challenges may inform how health professions education responds to tomorrow's admissions technologies and, in turn, how tomorrow's health professionals respond to their patients' needs.
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Affiliation(s)
- Mark D Hanson
- M.D. Hanson is child and adolescent psychiatrist, Hospital for Sick Children, and professor, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-0820-4521. K.W. Eva is associate director and senior scientist, Centre for Health Education Scholarship, and professor and director of education research and scholarship, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: https://orcid.org/0000-0002-8672-2500
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Boulger C, Liu RB, De Portu G, Theyyunni N, Lewis M, Lewiss RE, Soucy ZP, Dinh VA, Chiem A, Singhal S, Di Salvo D, Pellerito JS, Bahner D. A National Point-of-Care Ultrasound Competition for Medical Students. J Ultrasound Med 2019; 38:253-258. [PMID: 29781170 DOI: 10.1002/jum.14670] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2017] [Revised: 02/08/2018] [Accepted: 03/09/2018] [Indexed: 06/08/2023]
Affiliation(s)
- Creagh Boulger
- Department of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
| | - Rachel B Liu
- Department of Emergency Medicine, Yale University School of Medicine, New Haven, Connecticut, USA
| | - Giuliano De Portu
- Department of Emergency Medicine, University of Florida College of Medicine, Gainesville, Florida, USA
| | - Nik Theyyunni
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Margaret Lewis
- Department of Emergency Medicine, Carolinas Medical Center, Charlotte, North Carolina, USA
| | - Resa E Lewiss
- Department of Emergency Medicine, Thomas Jefferson University, Philadelphia, Pennsylvania, USA
| | - Zachary P Soucy
- Department of Emergency, Dartmouth-Hitchcock Medical Center-Geisel School of Medicine, Hanover, New Hampshire, USA
| | - Vi Am Dinh
- Departments of Emergency Medicine and Internal Medicine, Division of Pulmonary and Critical Care, Loma Linda University Medical Center, Loma Linda, California, USA
| | - Alan Chiem
- Department of Emergency Medicine, Olive View-UCLA Medical Center and David Geffen School of Medicine at UCLA, Los Angeles, California, USA
| | | | - Donald Di Salvo
- Department of Radiology, Harvard Medical School, Boston, Massachusetts, USA
| | - John S Pellerito
- Department of Radiology, Hofstra Northwell School of Medicine, Northwell Health System, Hempstead, New York, USA
| | - David Bahner
- Department of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
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Abstract
By their very nature both man-made and natural disasters are unpredictable, and so we recommend that all health-care institutions be prepared. In this paper, the authors describe and make a number of recommendations, regarding the importance of crisis and turnaround management using as a model the New Orleans public health system and Tulane University Medical School post-Hurricane Katrina. Leadership skills, articulation of vision, nimble decision making, and teamwork are all crucial elements of a successful recovery from disaster. The leadership team demonstrated courage, integrity, entrepreneurship, and vision. As a result, it led to a different approach to public health and the introduction of new and innovative medical education and research programs.
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Affiliation(s)
- Marc J. Kahn
- The Peterman-Prosser Professor and Senior Associate Dean at Tulane University School of Medicine, New Orleans, LA, USA
- Department of Pharmacology, Tulane University School of Medicine, New Orleans, LA, USA
- The AB Freeman School of Business, Tulane University, New Orleans, LA, USA
- Department of Medicine and Office of Admissions & Student Affairs, Tulane University School of Medicine, New Orleans, LA, USA
| | - Benjamin P. Sachs
- Visiting Professor of Obstetrics and Gynecology, The Ruth & Bruce Rappaport Faculty of Medicine, Technion–Israel Institute of Technology, Haifa, Israel
- Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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9
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Abstract
The health care system of the United States has been in a period of dramatic transformation since the passage of the Affordable Care Act in 2010, and the rate of change is accelerating. Historically, health care delivery was focused on the efforts of independent individual providers related to single patients, but the future will require interprofessional teamwork to achieve successful transformation. Academic health centers must identify nimble leaders who can harness the expertise of every team member to succeed in yielding the triple aim-better care for individuals, better health for populations, and lower overall cost. To create this change, there are several critical success factors for academic health center leaders, including creating a culture of collaboration, becoming "multipliers," embracing innovation, adhering to core professional ethics, and working to promote resilience. Given their extensive training and predisposition to these skills, psychologists are well-positioned to serve as leaders in today's academic health systems.
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Brenner AM, Beresin EV, Coverdale JH, Louie AK, Balon R, Guerrero APS, Roberts LW. Time to Teach: Addressing the Pressure on Faculty Time for Education. Acad Psychiatry 2018; 42:5-10. [PMID: 29134549 DOI: 10.1007/s40596-017-0851-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Accepted: 11/01/2017] [Indexed: 06/07/2023]
Affiliation(s)
- Adam M Brenner
- University of Texas Southwestern Medical Center, Dallas, TX, USA.
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11
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Abstract
Academic medicine is in an era of unprecedented and constant change due to fluctuating economies, globalization, emerging technologies, research, and professional and educational mandates. Consequently, academic health science centers (AHSCs) are facing new levels of complexity, constraint, and uncertainty. Currently, AHSC leaders work with competing academic and health service demands and are required to work with and are accountable to a diversity of stakeholders. Given the new challenges and emerging needs, the authors believe the leadership methods and approaches AHSCs have used in the past that led to successes will be insufficient. In this Article, the authors propose that AHSCs will require a unique combination of old and new leadership approaches specifically oriented to the unique complexity of the AHSC context. They initially describe the designer (or hierarchical) and heroic (military and transformational) approaches to leadership and how they have been applied in AHSCs. While these well-researched and traditional approaches have their strengths in certain contexts, the leadership field has recognized that they can also limit leaders' abilities to enable their organizations to be engaged, adaptable, and responsive. Consequently, some new approaches have emerged that are taking hold in academic work and professional practice. The authors highlight and explore some of these new approaches-the authentic, self, shared, and network approaches to leadership-with attention to their application in and utility for the AHSC context.
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Affiliation(s)
- Susan J Lieff
- S.J. Lieff is director of academic leadership development, Centre for Faculty Development, University of Toronto Faculty of Medicine and St. Michael's Hospital, and professor and vice chair of education, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.F.J. Yammarino is director, Centre for Leadership Studies, and SUNY Distinguished Professor of Management, School of Management, Binghamton University, Binghamton, New York
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13
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Hawkins RE, Welcher CM, Holmboe ES, Kirk LM, Norcini JJ, Simons KB, Skochelak SE. Implementation of competency-based medical education: are we addressing the concerns and challenges? Med Educ 2015; 49:1086-102. [PMID: 26494062 DOI: 10.1111/medu.12831] [Citation(s) in RCA: 201] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2015] [Revised: 05/26/2015] [Accepted: 07/23/2015] [Indexed: 05/16/2023]
Abstract
CONTEXT Competency-based medical education (CBME) has emerged as a core strategy to educate and assess the next generation of physicians. Advantages of CBME include: a focus on outcomes and learner achievement; requirements for multifaceted assessment that embraces formative and summative approaches; support of a flexible, time-independent trajectory through the curriculum; and increased accountability to stakeholders with a shared set of expectations and a common language for education, assessment and regulation. OBJECTIVES Despite the advantages of CBME, numerous concerns and challenges to the implementation of CBME frameworks have been described, including: increased administrative requirements; the need for faculty development; the lack of models for flexible curricula, and inconsistencies in terms and definitions. Additionally, there are concerns about reductionist approaches to assessment in CBME, lack of good assessments for some competencies, and whether CBME frameworks include domains of current importance. This study will outline these issues and discuss the responses of the medical education community. METHODS The concerns and challenges expressed are primarily categorised as: (i) those related to practical, administrative and logistical challenges in implementing CBME frameworks, and (ii) those with more conceptual or theoretical bases. The responses of the education community to these issues are then summarised. CONCLUSIONS The education community has begun to address the challenges involved in implementing CBME. Models and guidance exist to inform implementation strategies across the continuum of education, and focus on the more efficient use of resources and technology, and the use of milestones and entrustable professional activities-based frameworks. Inconsistencies in CBME definitions and frameworks remain a significant obstacle. Evolution in assessment approaches from in vitro task-based methods to in vivo integrated approaches is responsive to many of the theoretical and conceptual concerns about CBME, but much work remains to be done to bring rigour and quality to work-based assessment.
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Affiliation(s)
- Richard E Hawkins
- Medical Education Outcomes, American Medical Association, Chicago, Illinois, USA
| | - Catherine M Welcher
- Medical Education Outcomes, American Medical Association, Chicago, Illinois, USA
| | - Eric S Holmboe
- Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, USA
| | - Lynne M Kirk
- Department of Internal Medicine, Faculty of Medicine, University of Texas Southwestern, Dallas, Texas, USA
| | - John J Norcini
- Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, Pennsylvania, USA
| | - Kenneth B Simons
- Graduate Medical Education, Medical College of Wisconsin, Milwaukee, Wisconsin, USA
| | - Susan E Skochelak
- Medical Education, American Medical Association, Chicago, Illinois, USA
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Abstract
Medical media is changing along with the rest of the media landscape. One of the more interesting ways that medical media is evolving is the increased role of social media in medical media's creation, curation and distribution. Twitter, a microblogging site, has become a central hub for finding, vetting, and spreading this content among doctors. We have created a Twitter journal club for nephrology that primarily provides post-publication peer review of high impact nephrology articles, but additionally helps Twitter users build a network of engaged people with interests in academic nephrology. By following participants in the nephrology journal club, users are able to stock their personal learning network. In this essay we discuss the history of medical media, the role of Twitter in the current states of media and summarize our initial experience with a Twitter journal club.
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Affiliation(s)
- Joel M Topf
- Oakland University William Beaumont School of Medicine , Rochester, Michigan , United States of America
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