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Introduction: Faculty in academic medicine face increasing clinical and research demands, often limiting time for professional development and identity formation as educators. The ACGME Clinician Educator Milestones offer a structured framework for reflection and self-assessment, but their usefulness for broader applications such as needs assessment and program evaluation remains unexplored. We examined the potential of a milestone-based survey to support program evaluation and needs assessment in faculty development, and to gather preliminary validity evidence for its use beyond self-reflection.

Methods: We adapted the ACGME Clinician Educator Milestones into a 20-item survey across four domains: Educational Theory and Practice, Well-Being, Welcoming Learning Environment, and Administration. The survey was administered to three cohorts of interprofessional faculty development participants. Cohort1 (n = 6) completed the survey post-program; Cohort2 (pre n = 10, post n = 14) received an enhanced educator identity curriculum; Cohort3 (n = 27) participated in an international immersive program. Responses were rated on a 6-point proficiency scale. Descriptive statistics and MANOVA were used to analyze changes in self-assessed competence for Cohort2.

Results: All cohorts used the full range of proficiency levels. Cohort2 showed significant improvement from pre- to post-program (Wilks' Lambda = .123; F = 3.207; p = .038). Domains emphasized in the curriculum - such as teaching fundamentals and learning environments - showed the greatest gains. Lower scores were consistently observed in administration and change management.

Discussion: Preliminary findings support the use of the milestone-based survey for program evaluation and needs assessment in faculty development. Improvements aligned with curricular emphasis suggest content validity, while similar results across culturally distinct cohorts support external validity. Further research is warranted to explore the relationship between self-assessed competence and educator identity formation as well as the validity of use beyond reflection.

Background: Project ECHO has emerged as a leading telementoring modality for continuing medical education, particularly for providers practicing in rural and underserved areas with limited access to specialty care. The efficacy and utility of the ECHO model in healthcare training is well documented, though there is less literature focused on the determinants of ECHO implementation.

Objective: This study aims to assess facilitators and barriers to implementing the ECHO model.

Methods: We conducted virtual focus groups with eight Project ECHO implementation teams (n = 29 individuals) across the United States. Guided by the Consolidated Framework for Implementation Research (CFIR), focus groups explored experiences implementing the ECHO model and assessed facilitators and barriers to program uptake, delivery, and sustainability.

Results: Qualitative analysis revealed implementation determinants across CFIR levels. Participants recognized the advantage of ECHO's virtual, learner-centric, case-based learning approach compared to other continuing medical education modalities. Participants recommended recruiting subject matter expert presenters with skills as educators and understanding of the ECHO model. Because of Project ECHO's emphasis on case-based learning, participants highlighted the importance of balancing didactics with case presentations and discussion. Scheduling and finding time to participate was reported as a challenge for provider engagement, though most participants suggested that the length, frequency of sessions, and number of participants can be tailored for each program to accommodate needs. Providing CME credit and setting expectations for attendance and case presentation were said to improve provider engagement. Support and mentorship from the ECHO Institute was described as a facilitator in planning for ECHO implementation and delivery. Funding was reported as a barrier to sustainability.

Conclusion: By addressing barriers prior to implementing the ECHO model, future ECHOs can be tailored to leverage program resources, maximize attendance, expand reach, and ultimately improve outcomes.

Background: Studies of evidence-based medicine (EBM) curricula in graduate medical education are common, but little consensus exists on the best methods to teach EBM.

Objective: The purpose of the current study was to evaluate EBM teaching approaches for graduate medical trainees and to update a 2014 systematic review.

Methods: We conducted a systematic literature search of major health and education databases for articles published from January 2014 through October 2022. Articles were independently screened to ensure they described an experimental or quasi-experimental evaluation of EBM teaching for graduate medical trainees. Quality of included studies was appraised using the Medical Education Research Study Quality Instrument. Data were extracted and synthesized using Coomarasamy and Khan's hierarchy of EBM teaching and learning.

Results: Over 1400 articles were screened; 35 met eligibility criteria and were included in our review. Interactive, classroom-based teaching approaches were most common (23/35, 66%). Only 2 (6%) studies used a clinically integrated teaching approach. Most studies reported positive short-term outcomes in EBM knowledge, skills, attitudes, or learner satisfaction. Few studies evaluated EBM behaviors, and none measured long-term application of EBM principles.

Conclusions: Reviewed studies had low to moderate study quality, often limited by small sample size and lack of validated measures. Although commonly encouraged as a teaching approach, few studies used clinically integrated EBM teaching. Instead of reporting individual, site-specific efforts, future studies should examine the broader culture of EBM in graduate medical education and prioritize sustained application of EBM into practice as a key outcome.

Agitation in healthcare, particularly in psychiatric settings, is a prevalent and escalating global concern. Despite its significance, healthcare students often feel underprepared to manage agitation, citing fear, stigma, and limited clinical exposure. Traditional teaching methods, such as lectures or simulations, are resource-intensive and offer limited opportunities for repeated practice in low-risk environments. Virtual reality (VR) offers a promising alternative, providing immersive, standardised, and repeatable training for high-stress clinical scenarios. In response, the education team at [redacted for peer review], developed the Managing AGgression using Immersive Content (MAGIC) programme. This three-hour blended learning workshop, a mandatory component of the psychiatry curriculum for medical and nursing students, integrates didactic teaching, role-play, and the Virtual Reality in Agitation Management (VRAM) activity. Through experiential learning, MAGIC aims to enhance healthcare students' confidence, empathy, mental health literacy, and competence in managing agitation in psychiatric healthcare settings. Using a pre- and post-test quasi-experimental design, we evaluated the programme's effectiveness among 152 medical and nursing students. Results demonstrated significant improvements in mental health literacy, self-perceived proficiency, and confidence in managing agitated patients; there was also a marked reduction in stigma towards individuals with mental health conditions. In addition, participants responded positively to all aspects of the VRAM software, underscoring its usability and educational value. These findings highlight the potential of integrating immersive VR technology with traditional pedagogical methods to transform healthcare education by fostering deeper engagement, enhancing clinical competence, and ultimately improving patient outcomes.

Introduction: Interprofessional Collaboration (IPC) brings together health and social care professionals to enhance patient outcomes through mutual respect, effective communication, and shared responsibility. However, while Interprofessional Education (IPE) is essential for improving communication and care quality, its implementation remains challenging. One major obstacle is the cultural and historical difference in how nurses and physicians perceive IPC, which can hinder effective collaboration.

Purpose: To explore medical students' perspectives of nurse-physician interactions.

Methods: This qualitative descriptive study examined written reports from 406 second-year medical students enrolled at the University of Padua. To identify patterns in nurse-physician interactions, data were analysed using Bales' Interaction Process Analysis categories through a deductive content analysis approach. Additionally, qualitative analysis software facilitated the coding process, with Bales' category integrated into ATLAS® Search&Code for text analysis. Furthermore, this research was conducted and reported in accordance with the Standards for Reporting Qualitative Research guidelines.

Results: A total of 438 student-reported detections were extracted from the reports and categorised into 12 of the Bales' social interaction categories, revealing distinct roles and communication styles between nurses and physicians. Students detailed that nurses frequently provided opinions and orientations, reflecting a supportive role, while physicians were more inclined to seek orientation, indicating a collaborative approach. Moreover, the findings highlighted hierarchical dynamics, as nurses more likely to agree with others' decisions, whereas physicians were less engaged in passive agreement. Moreover, students observed that stress and tension were more prevalent among physicians than nurses.

Conclusion: The study highlights the complementary yet distinct roles of nurses and physicians in clinical settings, underscoring the importance of balanced teamwork. Addressing hierarchical dynamics and enhancing communication are crucial for improving both patient care and job satisfaction. Therefore, training programs should focus on mitigating these barriers and fostering open communication to build a more cohesive healthcare environment.

Introduction: Participation in scholarly activity is an essential component and outcome metric of clinical training. Residency research education curricula have been independently developed by many institutions, however results from these programs vary.

Methods: We conducted a survey of Internal Medicine, Neurology and Transitional Residents to determine knowledge, attitudes, beliefs, and practices. Likert-style, open and closed questions were used. Results were analyzed using preference ranking, thematic analysis, descriptive statistics, and chi squared and fisher's exact test for association between categorical variables.

Results: Prior exposure to formal research opportunities in medical school significantly correlated with publication rates (OR 2.37, p = 0.022) but did not predict continued engagement in research during residency. Residents expressed confidence in critical appraisal skills but reported low confidence in statistical analysis and study design. Observational study designs, particularly chart review cohort studies, were ranked as the most desirable research focus areas, whereas outpatient and community-based research were of lower priority. Barriers to research productivity included time constraints, statistical analysis challenges, methodological concerns, and lack of mentorship.

Discussion: The findings underscore the need for structured approaches tailored to resident preferences to enhance scholarly engagement. Residents ranked observational study design and systematic reviews as their top priorities, indicating a preference for research methodologies that are practicable within residency timelines. Residency programs should enhance early mentorship, provide targeted research education, and facilitate access to statistical and methodological support to improve research productivity among trainees.

Background: Texas is one of the states with the lowest access to usual sources of primary care; most critically, family medicine (FM) has been projected to have the greatest physician shortage increase between 2018 and 2032. Texas Tech University Health Sciences Center (TTUHSC) School of Medicine developed the Family Medicine Accelerated Track (FMAT), a 3-year curriculum that culminates in the MD degree and links medical students to FM residency programs at TTUHSC campuses in Lubbock, Amarillo or the Permian Basin. This article reflects on 10 years of experience with the program, and particularly its impact on the primary care physician workforce in Texas.

Curriculum design: TTUHSC medical students in the traditional curriculum complete the Phase 1 pre-clinical curriculum in Lubbock and are distributed for Phases 2 and 3 (MS3/MS4 years) among campuses in Lubbock, Amarillo and the Permian Basin. Similarly, FMAT students complete Phase 1 in Lubbock. For Phase 2 clinical clerkships, their curriculum is delivered on the campus (which may include Lubbock) where they will typically complete 3 years of FM residency training.

Program outcomes: In the 2 years prior to the graduation of the first FMAT class, just over 11% of the graduating class matched into FM. In the decade since, the numbers have varied from year to year (often as high as 17-19% of the class matching into FM) but have always exceeded the pre-FMAT numbers. For the classes 2013 through 2023, 115 students began FMAT training; 90 of them (78%) graduated in 3 years with the MD degree and began FM residency training. Of those 90, 56 have now graduated from residency and taken positions in the primary care physician workforce. Of that group, 86% are practicing in Texas, 64% are in West Texas, and 69% are in rural or underserved communities.

Background: Peyton's 4-step technique is a highly recognized framework for teaching practical procedures. This study introduces a unique video-modified adaptation of the technique for teaching clinical examination and evaluates medical students' perceptions, identifying key areas for enhancement.

Methods: A cross-sectional study was conducted with 606 second-year medical students, utilizing an online questionnaire to assess their perceptions of the modified teaching method. Responses were measured using a 5-point Likert scale, with 354 students providing feedback.

Results: Findings revealed significant improvements in student confidence following the video-modified examination session (p-value <0.05). The method was widely accepted by participants, who also provided constructive feedback for refining the teaching approach.

Conclusions: The video-modified Peyton's 4-step technique was perceived by students as a well-structured and engaging method for learning spinal and neurological examinations. Its adaptability to small group settings and integration of video-based instruction were well received and considered beneficial for understanding the procedural steps. While students reported increased confidence, this finding should be interpreted with caution given the cross-sectional design of the study. Incorporating this framework into medical curricula may enhance the delivery of clinical skills training, and future research should explore its impact through longitudinal and comparative studies.

College students are important contributors to global innovation and entrepreneurship, making it increasingly important to improve related education, especially in medical schools. However, challenges remain due to the specific nature of medical training, economic differences across countries, and the lack of a well-developed system. In some regions, limited understanding has led to ineffective efforts and poor results, which has hindered progress, underscoring the need for a strategic, context-aware approach to innovation and entrepreneurship education in medical schools. This study employs bibliometric methods including Microsoft Excel, CiteSpace, VOSviewer and R language package of Bibliometricx software to analyze global publications published on Web of Science database from 2000 to 4 December 2024.The findings indicate that innovation and entrepreneurship education for medical students began later than in other fields and has faced implementation challenges. Publication trends align with national policies and significant events, such as the COVID-19 pandemic. Developed countries dominate this field, while international collaboration has exacerbated regional disparities. Higher medical schools remain the primary contributors, reflecting the limited scope of this research area. Current studies emphasize the learning aspects of medical education but insufficiently address students' innovation and entrepreneurship abilities. The results also highlight critical gaps in current education models and suggest that integrating innovation and entrepreneurship more comprehensively into medical curricula is crucial for preparing students for the evolving healthcare landscape.Medical education must adopt an interdisciplinary approach, as global public health developments have shaped its trajectory. This study informs health policy by showing that innovation and entrepreneurship education strengthens medical students' ability to address global health challenges. It provides guidance for curriculum integration through interdisciplinary and context-driven approaches, underscoring the need to cultivate a culture of innovation to advance medical education and global health outcomes.

Method: We employed a thematic analysis approach, utilizing purposeful sampling to recruit 21 faculty members and 19 residents engaged in Indigenous education from three Canadian universities. Data collection involved semi-structured 60-minute interviews, which were subsequently analyzed by the research team.

Results: We found three main themes: (1) Critical components of Indigenous curricula; (2) Curricular pedagogy; (3) Critical reflection of ongoing harms. Key findings emphasized the importance of continuous exposure to Indigenous curriculum content, starting with community engagement and cultural events, and progressing to collaboration with experienced healthcare professionals and training in cultural humility, anti-racism, and awareness of colonialism's legacy and biases.

Conclusions: By incorporating the insights and experiences of faculty and residents engaged in Indigenous education, the curriculum can become more effective and better tailored to address the health needs of Indigenous patients and communities.