{"title":"Closing a gap in medical education: Service learning to address health inequity in prisons","authors":"Hannah Calvelli, Olivia Duffield, Brian Tuohy","doi":"10.1111/medu.15217","DOIUrl":"10.1111/medu.15217","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1134"},"PeriodicalIF":6.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10634598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen D. Schneid, Joe B. Blumer, Jonathan Y. Hong, Katharina Brandl
<p>Coaching helps learners visualise their future, promotes a trusting environment, facilitates self-directed learning, assists with goal setting and fosters accountability. Some of the biggest barriers to coaching students effectively are learner engagement, scheduling, coach training and resources to support a coaching programme. We piloted a coaching programme that would address these challenges and also benefit the coaches in a meaningful way.</p><p>In summer of 2022, we recruited 10 senior medical students to be volunteer coaches for the 21 incoming medical students enrolled in our online 7-week prematriculation course (PMC), offered as an option to all matriculating medical students. All coaches were starting a master's degree or research project after their third year, which made them more available. We thought our PMC was an ideal environment to incorporate coaching because of its unique structure, as it covers several challenging biomedical science organ systems and uses team-based learning with weekly assessments and self-reflections. Also, starting medical school is a major transition for students, especially those who take our PMC who are more likely to be non-science majors or have taken several gap years.<span><sup>1</sup></span> Coaches were randomly assigned two or three students and met once per week. Since the coaches were students, they did not have access to their coachee's assessment data. The meetings were held weekly to facilitate building trust during a relatively short time-frame. The coaches were trained on coaching principles and philosophies such as appreciative inquiry and master adaptive learner. Coaches were encouraged to use publicly available American Medical Association (AMA) coaching resources, which included a book and video series depicting different types of coaching scenarios. There were also check-in meetings to share knowledge about coaching techniques and provide feedback.</p><p>The academic coaching component of the course received an overall student satisfaction score of 4.44/5. We also conducted a follow-up survey for PMC students 6 months into their first-year of medical school (N = 19). The coaching topics of study techniques/habits, navigation of personal/academic setbacks, identification and self-reflection on personal strengths/weaknesses, goal-setting and well-being/work–life balance were reported as the most helpful by students. Students commented that coaching was a good way to be introduced to trying different studying techniques. Most students agreed or strongly agreed that they would like to have continued coaching during their first-year of medical school with a frequency of once per month. Two students reported a negative experience because their coach focused on getting high test scores and generally did not connect. Students suggested that pairing coaches/coachees with similar backgrounds and life experiences would be more ideal. Several coaches and coachees have shown interest in being
{"title":"Using fourth-year medical students as academic coaches","authors":"Stephen D. Schneid, Joe B. Blumer, Jonathan Y. Hong, Katharina Brandl","doi":"10.1111/medu.15233","DOIUrl":"10.1111/medu.15233","url":null,"abstract":"<p>Coaching helps learners visualise their future, promotes a trusting environment, facilitates self-directed learning, assists with goal setting and fosters accountability. Some of the biggest barriers to coaching students effectively are learner engagement, scheduling, coach training and resources to support a coaching programme. We piloted a coaching programme that would address these challenges and also benefit the coaches in a meaningful way.</p><p>In summer of 2022, we recruited 10 senior medical students to be volunteer coaches for the 21 incoming medical students enrolled in our online 7-week prematriculation course (PMC), offered as an option to all matriculating medical students. All coaches were starting a master's degree or research project after their third year, which made them more available. We thought our PMC was an ideal environment to incorporate coaching because of its unique structure, as it covers several challenging biomedical science organ systems and uses team-based learning with weekly assessments and self-reflections. Also, starting medical school is a major transition for students, especially those who take our PMC who are more likely to be non-science majors or have taken several gap years.<span><sup>1</sup></span> Coaches were randomly assigned two or three students and met once per week. Since the coaches were students, they did not have access to their coachee's assessment data. The meetings were held weekly to facilitate building trust during a relatively short time-frame. The coaches were trained on coaching principles and philosophies such as appreciative inquiry and master adaptive learner. Coaches were encouraged to use publicly available American Medical Association (AMA) coaching resources, which included a book and video series depicting different types of coaching scenarios. There were also check-in meetings to share knowledge about coaching techniques and provide feedback.</p><p>The academic coaching component of the course received an overall student satisfaction score of 4.44/5. We also conducted a follow-up survey for PMC students 6 months into their first-year of medical school (N = 19). The coaching topics of study techniques/habits, navigation of personal/academic setbacks, identification and self-reflection on personal strengths/weaknesses, goal-setting and well-being/work–life balance were reported as the most helpful by students. Students commented that coaching was a good way to be introduced to trying different studying techniques. Most students agreed or strongly agreed that they would like to have continued coaching during their first-year of medical school with a frequency of once per month. Two students reported a negative experience because their coach focused on getting high test scores and generally did not connect. Students suggested that pairing coaches/coachees with similar backgrounds and life experiences would be more ideal. Several coaches and coachees have shown interest in being ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1144-1145"},"PeriodicalIF":6.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10235384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Groundbreaking scientific discoveries are often neglected by Medical Schools due to curricular demands or scepticism towards innovations. The use of artificial intelligence (AI) in health care marks a paradigm shift that poses challenges for medical professionals, medical students and society. Today's students are the first generation of medical trainees confronted with this paradigm shift and will have to apply AI in practice in the near future. Therefore, medical students need to know how AI can be applied and how to use its results in an appropriate manner. Based on the current state of research, it is currently unforeseeable which theoretical and practical AI competencies will be required in medical practice. This poses risks, as students are inadequately prepared to administer and reflect on possibilities, limits and ethical-legal challenges of AI in applied medical science.</p><p>After the release of openAI's chatbot ChatGPT, we took up the public debate about ethical aspects and potential benefits as well as caveats of the application in our AI course. We used the hype surrounding ChatGPT to reduce students' concerns about AI and at the same time illustrate the potential impact of AI. As a final exercise of our AI course, students were invited to ask the chatbot about structural biases in the use of AI in health care. One exemplary question dealt with the influence of AI on transparency in medical diagnosis. The accuracy of ChatGPT's answers were then reviewed by participants based on ‘traditional’ sources (e.g., textbooks and online sources). Students were supposed to gain practical experience in the use of AI (application competence) on the one hand and learn to examine the answers of AI-applications in a critical manner (appraisal competence) on the other hand. By using this application-oriented final task, we moved away from the lower levels of Bloom's taxonomy<span><sup>1</sup></span> and reached an evaluation-oriented meta-level.</p><p>As a result, we take away two lessons learned: Through the assessment of the final exercise's results, we gained a unique insight into students' AI reflection skills. For instance, evaluation of ChatGPT's answers was consistently seen as potentially biased, whereas the selection bias of traditional sources such as online search engines or research literature remained unquestioned.</p><p>In addition, we found greater student interest in the final exercise compared with the previous cohort. This is reflected in the evaluation of the final assignment, which was rated more positively than in the years before.</p><p>It can be stated that the actual use of innovative medical-technological developments can increase the reflection competence of medical students. This is particularly important for AI applications, as these are increasingly reaching clinical practice and are sometimes subject to unfavourable biases that could limit the standard of medical treatment if future physicians are not trained to resp
{"title":"Medical students learning about AI – with AI?","authors":"Manuel E. B. Müller, Matthias C. Laupichler","doi":"10.1111/medu.15211","DOIUrl":"10.1111/medu.15211","url":null,"abstract":"<p>Groundbreaking scientific discoveries are often neglected by Medical Schools due to curricular demands or scepticism towards innovations. The use of artificial intelligence (AI) in health care marks a paradigm shift that poses challenges for medical professionals, medical students and society. Today's students are the first generation of medical trainees confronted with this paradigm shift and will have to apply AI in practice in the near future. Therefore, medical students need to know how AI can be applied and how to use its results in an appropriate manner. Based on the current state of research, it is currently unforeseeable which theoretical and practical AI competencies will be required in medical practice. This poses risks, as students are inadequately prepared to administer and reflect on possibilities, limits and ethical-legal challenges of AI in applied medical science.</p><p>After the release of openAI's chatbot ChatGPT, we took up the public debate about ethical aspects and potential benefits as well as caveats of the application in our AI course. We used the hype surrounding ChatGPT to reduce students' concerns about AI and at the same time illustrate the potential impact of AI. As a final exercise of our AI course, students were invited to ask the chatbot about structural biases in the use of AI in health care. One exemplary question dealt with the influence of AI on transparency in medical diagnosis. The accuracy of ChatGPT's answers were then reviewed by participants based on ‘traditional’ sources (e.g., textbooks and online sources). Students were supposed to gain practical experience in the use of AI (application competence) on the one hand and learn to examine the answers of AI-applications in a critical manner (appraisal competence) on the other hand. By using this application-oriented final task, we moved away from the lower levels of Bloom's taxonomy<span><sup>1</sup></span> and reached an evaluation-oriented meta-level.</p><p>As a result, we take away two lessons learned: Through the assessment of the final exercise's results, we gained a unique insight into students' AI reflection skills. For instance, evaluation of ChatGPT's answers was consistently seen as potentially biased, whereas the selection bias of traditional sources such as online search engines or research literature remained unquestioned.</p><p>In addition, we found greater student interest in the final exercise compared with the previous cohort. This is reflected in the evaluation of the final assignment, which was rated more positively than in the years before.</p><p>It can be stated that the actual use of innovative medical-technological developments can increase the reflection competence of medical students. This is particularly important for AI applications, as these are increasingly reaching clinical practice and are sometimes subject to unfavourable biases that could limit the standard of medical treatment if future physicians are not trained to resp","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1156"},"PeriodicalIF":6.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10242283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carl A. Frizell, Skylar Stewart-Clark, Monica L. Miles
{"title":"Utilising cultural competemility as an anti-racism framework in medical education","authors":"Carl A. Frizell, Skylar Stewart-Clark, Monica L. Miles","doi":"10.1111/medu.15235","DOIUrl":"10.1111/medu.15235","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1137-1138"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10297123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samantha Schubert, Lynn V. Monrouxe, Niels Buus, Caroline Hunt
<div> <section> <h3> Context</h3> <p>Western mental healthcare system reforms prioritise person-centred care and require clinicians to adjust their professional positions. Realising these reforms will necessitate clinicians—including clinical psychologists—acquiring professional identities that align with them. Learners develop professional identities through socialisation activities: within <i>interactional</i> spaces such as supervision learners come to understand the self (clinician) and, by extension, the other (client). A clinician's understanding of <i>who I am</i> is intertwined with an understanding of <i>who they are</i>. Our study offers a moment-by-moment examination of supervision interactions of clinical psychology trainees to illuminate <i>processes</i> through which the identities of therapists and clients are constructed.</p> </section> <section> <h3> Aim</h3> <p>We examined how clinical psychology trainees and supervisors construct identities for themselves and clients in supervision.</p> </section> <section> <h3> Methods</h3> <p>We used positioning analysis to explore identity construction during interactions between supervisors (<i>n</i> = 4) and trainees (<i>n</i> = 12) in a clinical psychology training clinic. Positioning analysis focuses on the linguistic choices participants make as they position themselves (and others) in certain social spaces during everyday interactions. Twelve supervision sessions were audio recorded and transcribed. We found that clients were frequently positioned as fragile and subsequently analysed these sequences (<i>n</i> = 12).</p> </section> <section> <h3> Results</h3> <p>Clients' identities were constructed as fragile, which co-occurred with clinical psychologists' claiming positions as responsible for managing their distress. Supervisors played an active role in linguistically positioning clients and trainees in this way. Trainees rarely contested the identities made available to them by supervisors.</p> </section> <section> <h3> Discussion and Conclusion</h3> <p>We suggest that linguistically positioning clients as fragile perpetuates paternalistic clinical discourses that do not align with mental healthcare reform priorities. We make visible how this is achieved interactionally through language and influenced by organisational power relations. Intentional efforts are required to support the professional identity construction of clinical psychologists in ways that do not perpetuate paternalism.
{"title":"Fragilising clients: A positioning analysis of identity construction during clinical psychology trainees' supervision","authors":"Samantha Schubert, Lynn V. Monrouxe, Niels Buus, Caroline Hunt","doi":"10.1111/medu.15200","DOIUrl":"10.1111/medu.15200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Context</h3>\u0000 \u0000 <p>Western mental healthcare system reforms prioritise person-centred care and require clinicians to adjust their professional positions. Realising these reforms will necessitate clinicians—including clinical psychologists—acquiring professional identities that align with them. Learners develop professional identities through socialisation activities: within <i>interactional</i> spaces such as supervision learners come to understand the self (clinician) and, by extension, the other (client). A clinician's understanding of <i>who I am</i> is intertwined with an understanding of <i>who they are</i>. Our study offers a moment-by-moment examination of supervision interactions of clinical psychology trainees to illuminate <i>processes</i> through which the identities of therapists and clients are constructed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>We examined how clinical psychology trainees and supervisors construct identities for themselves and clients in supervision.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used positioning analysis to explore identity construction during interactions between supervisors (<i>n</i> = 4) and trainees (<i>n</i> = 12) in a clinical psychology training clinic. Positioning analysis focuses on the linguistic choices participants make as they position themselves (and others) in certain social spaces during everyday interactions. Twelve supervision sessions were audio recorded and transcribed. We found that clients were frequently positioned as fragile and subsequently analysed these sequences (<i>n</i> = 12).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Clients' identities were constructed as fragile, which co-occurred with clinical psychologists' claiming positions as responsible for managing their distress. Supervisors played an active role in linguistically positioning clients and trainees in this way. Trainees rarely contested the identities made available to them by supervisors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>We suggest that linguistically positioning clients as fragile perpetuates paternalistic clinical discourses that do not align with mental healthcare reform priorities. We make visible how this is achieved interactionally through language and influenced by organisational power relations. Intentional efforts are required to support the professional identity construction of clinical psychologists in ways that do not perpetuate paternalism. ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 3","pages":"338-353"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10234206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amrit Kirpalani, Joanne Grimmer, Peter Zhan Tao Wang
To foster adaptive expertise in pre-clerkship clinical training, the use of problem-based and team-based learning has been widely implemented. However, adaptive rather than routine expertise also requires learners to respond to novel tasks and participate in self-regulation and evaluation which is challenging to incorporate into case-based learning, without significantly expanding extraneous workload on students and facilitators. Thus, we aimed to adapt an existing case-based learning session to incorporate a novel and timely clinical reasoning appraisal activity using OpenAI's ChatGPT to facilitate learning of complex topics without adding non-essential burden on participants.
{"title":"Med versus machine: Using ChatGPT in team-based learning","authors":"Amrit Kirpalani, Joanne Grimmer, Peter Zhan Tao Wang","doi":"10.1111/medu.15226","DOIUrl":"10.1111/medu.15226","url":null,"abstract":"To foster adaptive expertise in pre-clerkship clinical training, the use of problem-based and team-based learning has been widely implemented. However, adaptive rather than routine expertise also requires learners to respond to novel tasks and participate in self-regulation and evaluation which is challenging to incorporate into case-based learning, without significantly expanding extraneous workload on students and facilitators. Thus, we aimed to adapt an existing case-based learning session to incorporate a novel and timely clinical reasoning appraisal activity using OpenAI's ChatGPT to facilitate learning of complex topics without adding non-essential burden on participants.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1159-1160"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10234212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning environments are critical to individual growth and expression. While high stakes environments can drive self-doubt and imposterism, the authors warn that overly comfortable environments may encourage ‘strategic imposterism.’
{"title":"Supportive learning environments, impression management and ‘strategic imposterism’: A word of caution","authors":"Brandon M. Huffman, Adam P. Sawatsky","doi":"10.1111/medu.15223","DOIUrl":"10.1111/medu.15223","url":null,"abstract":"<p>Learning environments are critical to individual growth and expression. While high stakes environments can drive self-doubt and imposterism, the authors warn that overly comfortable environments may encourage ‘strategic imposterism.’</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 12","pages":"1170-1172"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10234232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although people with disabilities (PWD) comprise a marginalised population that experiences ongoing disparities in health care access and outcomes, dedicated attention to improving care for PWD is not always provided in medical school curricula. In 2019, disability education stakeholders promulgated a set of core competencies for health professions students, including knowledge of conceptual frameworks of disability, a clinical approach informed by patient-centred communication and skilled coordination of services to optimise health and quality of life. Students in our medical school's science-focused curriculum track were lacking explicit education to foster development of these competencies.
{"title":"A stakeholder-engaged approach to disability in medical education","authors":"Michael Z. Chen, Dorothy W. Tolchin","doi":"10.1111/medu.15227","DOIUrl":"10.1111/medu.15227","url":null,"abstract":"Although people with disabilities (PWD) comprise a marginalised population that experiences ongoing disparities in health care access and outcomes, dedicated attention to improving care for PWD is not always provided in medical school curricula. In 2019, disability education stakeholders promulgated a set of core competencies for health professions students, including knowledge of conceptual frameworks of disability, a clinical approach informed by patient-centred communication and skilled coordination of services to optimise health and quality of life. Students in our medical school's science-focused curriculum track were lacking explicit education to foster development of these competencies.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1139"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10234210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Microlectures are short, highly focused presentations used in online, face to face or hybrid settings. When combined with active learning strategies, microlectures are meant to manage cognitive load and promote learner engagement. In response to poor attendance at traditional long lectures and a shift in students' learning preferences, we reached out to faculty interested in professional development on creating and delivering microlectures. The commercially available TED Masterclass was developed to train primary and secondary teachers in the delivery of short, concise, TED-style presentations. We implemented a longitudinal faculty development curriculum, using TED Masterclass as a foundational learning resource, to develop health professions faculty skills in microlecture creation and delivery.
{"title":"TED Masterclass for faculty development on microlectures","authors":"Holly West, Kathleen Everling","doi":"10.1111/medu.15230","DOIUrl":"10.1111/medu.15230","url":null,"abstract":"Microlectures are short, highly focused presentations used in online, face to face or hybrid settings. When combined with active learning strategies, microlectures are meant to manage cognitive load and promote learner engagement. In response to poor attendance at traditional long lectures and a shift in students' learning preferences, we reached out to faculty interested in professional development on creating and delivering microlectures. The commercially available TED Masterclass was developed to train primary and secondary teachers in the delivery of short, concise, TED-style presentations. We implemented a longitudinal faculty development curriculum, using TED Masterclass as a foundational learning resource, to develop health professions faculty skills in microlecture creation and delivery.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1132-1133"},"PeriodicalIF":6.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10243260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ashley A. Dennis, Garth Brand, Virginia Mohl, Gordon Riha, Clint Seger
Training physicians to practice in rural and frontier settings is critical to address rural communities' health care needs. Newly qualified physicians experience multiple and multidimensional transitions across physical, cultural, psychological, and social domains in their work and life. The specific challenges they face transitioning into rural or frontier practice can translate into physician retention issues for health care systems. One obstacle is providing care to critically ill patients where volumes are low, but stakes are high.
{"title":"Low volumes, high stakes: Developing a rural critical care fellowship","authors":"Ashley A. Dennis, Garth Brand, Virginia Mohl, Gordon Riha, Clint Seger","doi":"10.1111/medu.15209","DOIUrl":"10.1111/medu.15209","url":null,"abstract":"Training physicians to practice in rural and frontier settings is critical to address rural communities' health care needs. Newly qualified physicians experience multiple and multidimensional transitions across physical, cultural, psychological, and social domains in their work and life. The specific challenges they face transitioning into rural or frontier practice can translate into physician retention issues for health care systems. One obstacle is providing care to critically ill patients where volumes are low, but stakes are high.","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"57 11","pages":"1148-1149"},"PeriodicalIF":6.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10235513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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