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To the Point: Undergraduate Medical Education Learner Mistreatment Issues on the Learning Environment in the United States
This article, from the "To the Point" series prepared by the Association of Professors of Gynecology and Obstetrics (APGO) Undergraduate Medical Education Committee (UMEC), is an overview of issues to consider regarding learner mistreatment and its effects on the undergraduate medical education learning environment in the United States. National data from the American Association of Medical Colleges (AAMC) Graduate Questionnaire and local data regarding learner mistreatment provides evidence that the learning environment at most medical schools needs to be improved.
Source: American Journal of Obstetrics and Gynecology - April 24, 2019 Category: OBGYN Authors: Archana Pradhan, Samantha D. Buery-Joyner, Sarah Page-Ramsey, Susan Bliss, LaTasha B. Craig, Elise Everett, David A. Forstein, Scott Graziano, Laura Hopkins, Margaret Mckenzie, Helen Morgan, Brittany S. Hampton Tags: Expert Review Source Type: research

A National Assessment on Patient Safety Curricula in Undergraduate Medical Education: Results From the 2012 Clerkship Directors in Internal Medicine Survey
Conclusions Our study found that less than half of North American medical schools have a formal patient safety curriculum; although this is higher than in 2006, it still exemplifies a major gap in undergraduate medical education.
Source: Journal of Patient Safety - February 25, 2020 Category: Health Management Tags: Original Articles Source Type: research

Associations Between Medical Education Assessments and American Board of Family Medicine Certification Examination Score and Failure to Obtain Certification
Conclusions For family medicine residents, more recent assessments generally have stronger associations with board certification score and status than earlier assessments. Solely using medical school admissions (grade point average and MCAT) and licensure (USMLE) scores for resident selection may not adequately predict ultimate board certification.
Source: Academic Medicine - August 27, 2020 Category: Universities & Medical Training Tags: Research Reports Source Type: research

Expanding the horizon: Skin of color in medical education — Reply to letter to the editor regarding: “Skin of color representation in medical education: An analysis of popular preparatory materials used for United States medical licensing examinations”
To the Editor: We greatly appreciate the comments by  Militello et al1 on our article “Skin of Color Representation in Medical Education: An Analysis of Popular Preparatory Materials Used for United States Medical Licensing Examinations,”2 and commend their group for contributing their analysis of skin of color (SoC) images in Boards and Beyond to our findings. Concordant with our study, their analysis of the Boards and Beyond highlights the lack of SoC images in common dermatologic conditions in a separate commonly used United States Medical Licensing Examination preparatory resource.
Source: Journal of the American Academy of Dermatology - March 17, 2021 Category: Dermatology Authors: Kayla A. Clark, Virginia A. Jones, Morinola T. Shobajo, Maria M. Tsoukas Tags: JAAD Online Source Type: research

Student-Led Efforts to Advance Anti-Racist Medical Education
Over the past decade, medical schools across the United States have increasingly dedicated resources to advancing racial and social justice, such as by supporting diversity and inclusion efforts and by incorporating social medicine into the traditional medical curricula. While these changes are promising, the academic medicine community must apply an anti-racist lens to every aspect of medical education to equip trainees to recognize and address structural inequities. Notably, organizing and scholarly work led by medical students has been critical in advancing anti-racist curricula. In this article, the authors illustrate ...
Source: Academic Medicine - June 1, 2021 Category: Universities & Medical Training Tags: Scholarly Perspectives Source Type: research

Diversity Is Not Enough: Advancing a Framework for Antiracism in Medical Education
Medical students, residents, and faculty have begun to examine and grapple with the legacy and persistence of structural racism in academic medicine in the United States. Until recently, the discourse and solutions have largely focused on augmenting diversity across the medical education continuum through increased numbers of learners from groups underrepresented in medicine (UIM). Despite deliberate measures implemented by medical schools, residency programs, academic institutions, and national organizations, meaningful growth in diversity has not been attained. To the contrary, the UIM representation among medical traine...
Source: Academic Medicine - November 1, 2021 Category: Universities & Medical Training Tags: Scholarly Perspectives Source Type: research

The lived experience of medical training and emotional intelligence
This article highlights lived experience, such as medical residency, as an approach to develop emotional intelligence. First, we address the need for developing emotional intelligence as a leadership skill as well as the suitability of medical residency for such development. Next, we discuss the background of lived experience and emotional intelligence. Lastly, we identify future directions for leveraging lived experiences of medical residency to develop emotional intelligence.PMID:34744303 | PMC:PMC8548072 | DOI:10.1080/08998280.2021.1941582
Source: Baylor University Medical Center Proceedings - November 8, 2021 Category: Universities & Medical Training Authors: Michael A Dewsnap Alejandro C Arroliga Bobbie Ann Adair-White Source Type: research