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Development and Implementation of an Experiential Longitudinal Health Systems Science Thread Into an Existing Medical School Curriculum. 在医学院现有课程中开发和实施体验式纵向卫生系统科学课程。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-06-12 DOI: 10.1097/ACM.0000000000005784
Tanios Dagher, Julie Oyler, Valerie G Press, Tia Kostas, Joyce Tang, Robert Hight, Mark Saathoff, Marie McKinnon, Jenna Ford Jackson, Michael McGinty, Korry Schwanz, Jeanne Farnan, Vineet Arora, Irsk Anderson

Problem: Medical school graduates enter a complex health care delivery system involving interprofessional teamwork and multifaceted value-based patient care decisions. However, current curricula on health systems science (HSS) are piecemeal, lecture based, and confined to preclinical training.

Approach: The VISTA program is a longitudinal, immersive learning curriculum integrated into the University of Chicago Pritzker School of Medicine curriculum between 2016 and 2018. Key components include a unit-based nursing interprofessional team experience, a discharge objective structured clinical examination (OSCE), a patient safety simulation, and the implementation of a Choosing Wisely SmartPhrase. Graduates before 2016-2017 and after 2018-2020 VISTA implementation completed a Likert-style survey assessing attitudes, knowledge, and behaviors on HSS topics. A free response question solicited improvement areas. The Association of American Medical Colleges (AAMC) Graduation Questionnaire (GQ) was also examined.

Outcomes: The overall VISTA survey response rate was 59%, with 126 fourth-year medical student respondents before VISTA and 120 after VISTA. Compared with pre-VISTA graduates, post-VISTA graduates reported a significantly higher rate of competence on the HSS questions, with the greatest increases seen in effective communication at discharge (n = 73/126 [57.9%] to 116/120 [96.7%], P < .001), knowledge on safety event reporting (n = 53/126 [42.1%] to 96/120 [79.8%], P < .001), and considering costs in making health care decisions (n = 76/126 [60.3%] to 117/120 [97.5%], P < .001). All were directly addressed through experiential learning interventions, and 2 were intended practice behaviors. VISTA graduate responses to free-text questions demonstrated a more nuanced understanding of HSS compared with pre-VISTA responses. The AAMC GQ data showed increased agreement with an item that mapped to HSS understanding.

Next steps: The VISTA program provides a model for institutions to enhance HSS education between curricular overhauls. Next steps include implementing value-added roles and additional immersive learning exercises.

问题:医学院毕业生进入的是一个复杂的医疗保健服务系统,涉及跨专业团队合作和多方面的以价值为基础的病人护理决策。然而,目前关于医疗系统科学(HSS)的课程都是零散的,以讲授为主,而且仅限于临床前培训:VISTA 计划是一项纵向的沉浸式学习课程,于 2016 年至 2018 年期间纳入芝加哥大学普利兹克医学院的课程。主要内容包括:以科室为单位的护理跨专业团队体验、出院客观结构化临床考试(OSCE)、患者安全模拟以及 "明智选择 "SmartPhrase的实施。VISTA 实施前(2016-2017 年)和实施后(2018-2020 年)的毕业生完成了一项李克特式调查,评估了他们对 HSS 主题的态度、知识和行为。一个自由回答的问题征集了改进领域。此外,还对美国医学院校协会(AAMC)的毕业问卷(GQ)进行了检查:VISTA 调查的总体回复率为 59%,其中 VISTA 之前有 126 名四年级医学生回复,VISTA 之后有 120 名四年级医学生回复。与 VISTA 前的毕业生相比,VISTA 后的毕业生在 HSS 问题上的胜任率显著提高,其中出院时的有效沟通(n = 73/126 [57.9%] 到 116/120 [96.7%],P < .001)、安全事件报告知识(n = 53/126 [42.1%] 到 96/120 [79.8%],P < .001)和医疗决策中的成本考量(n = 76/126 [60.3%] 到 117/120 [97.5%],P < .001)的胜任率提高幅度最大。所有这些都是通过体验式学习干预直接解决的问题,其中 2 项是预期的实践行为。与 VISTA 前的回答相比,VISTA 毕业生对自由文本问题的回答表明他们对人文社科的理解更加细致入微。AAMC GQ 数据显示,对与人文社科理解相对应的项目的认同度有所提高:VISTA 计划为院校在课程改革之间加强人文社科教育提供了一个模式。下一步措施包括实施增值角色和额外的沉浸式学习练习。
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引用次数: 0
Lessons Learned From a Mentorship Platform for Underrepresented Minority Medical Students. 从针对少数族裔医学生的导师平台中汲取的经验教训。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-06-17 DOI: 10.1097/ACM.0000000000005790
Mark Ehioghae, Nana Danso, Pinky Jha
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引用次数: 0
Engaging Learners With the Utility of Electronic Medical Record Templates in Patient Note Writing. 让学习者了解电子病历模板在病人笔记书写中的实用性。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-06-12 DOI: 10.1097/ACM.0000000000005787
Gabriella Schmuter, Robert A Beale
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引用次数: 0
Validation of the Learner Engagement Instrument for Continuing Professional Development. 持续专业发展学习者参与工具的验证。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-07-29 DOI: 10.1097/ACM.0000000000005749
David A Cook, Christopher R Stephenson

Purpose: Learner engagement is the energy learners exert to remain focused and motivated to learn. The Learner Engagement Instrument (LEI) was developed to measure learner engagement in a short continuing professional development (CPD) activity. The authors validated LEI scores using validity evidence of internal structure and relationships with other variables.

Method: Participants attended 1 of 4 CPD courses (1 in-person, 2 online livestreamed, and 1 either in-person or livestreamed) in 2018, 2020, 2021, and 2022. Confirmatory factor analysis was used to examine model fit for several alternative structural models, separately for each course. The authors also conducted a generalizability study to estimate score reliability. Associations were evaluated between LEI scores and Continuing Medical Education Teaching Effectiveness (CMETE) scores and participant demographics. Statistical methods accounted for repeated measures by participants.

Results: Four hundred fifteen unique participants attended 203 different CPD presentations and completed the LEI 11,567 times. The originally hypothesized 4-domain model of learner engagement (domains: emotional, behavioral, cognitive in-class, cognitive out-of-class) demonstrated best model fit in all 4 courses, with comparative fit index ≥ 0.99, standardized root mean square residual ≤ 0.031, and root mean square error of approximation ≤ 0.047. The reliability for overall scores and domain scores were all acceptable (50-rater G-coefficient ≥ 0.74) except for the cognitive in-class domain (50-rater G-coefficient of 0.55 to 0.66). Findings were similar for both in-person and online delivery modalities. Correlation of LEI scores with teaching effectiveness was confirmed (rho=0.58), and a small correlation was found with participant age (rho=0.19); other associations were small and not statistically significant. Using these findings, we generated a shortened 4-item instrument, the LEI Short Form.

Conclusions: This study confirms a 4-domain model of learner engagement and provides validity evidence that supports using LEI scores to measure learner engagement in both in-person and livestreamed CPD activities.

目的:学习者投入度是指学习者为保持学习的专注性和积极性而付出的精力。学习者参与度工具(LEI)是为了测量学习者在短期持续专业发展(CPD)活动中的参与度而开发的。作者利用内部结构的有效性证据以及与其他变量的关系对 LEI 分数进行了验证:参与者参加了 2018 年、2020 年、2021 年和 2022 年的 4 门 CPD 课程(1 门面授课程、2 门在线直播课程和 1 门面授或在线课程)中的 1 门。作者分别对每门课程进行了确认性因子分析,以检验几种可供选择的结构模型的模型拟合度。作者还进行了一项可推广性研究,以估算分数的可靠性。还评估了 LEI 分数与继续医学教育教学效果 (CMETE) 分数和学员人口统计学之间的关联。所有统计方法都考虑了参与者的重复测量:415名参与者参加了203场不同的继续医学教育讲座,完成了11,567次LEI。最初假设的学习者参与度 4 领域模型(领域:情感、行为、课内认知、课外认知)在所有 4 门课程中均表现出最佳模型拟合度,比较拟合指数≥0.99,标准化均方根残差≤0.031,均方根近似误差≤0.047。除课堂认知领域(50 人 G 系数为 0.55 至 0.66)外,总分和领域分的信度均可接受(50 人 G 系数≥ 0.74)。所有结果在面授和在线授课模式下都相似。LEI 分数与教学效果的相关性得到了证实(rho 0.58),与参与者年龄的相关性较小(rho 0.19);其他相关性较小,且无统计学意义。根据这些研究结果,我们制作了一个简短的 4 个项目的工具,即 LEI 简表:本研究证实了学习者参与度的 4 领域模型,并提供了有效性证据,支持使用 LEI 分数来衡量学习者在现场和直播 CPD 活动中的参与度。
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引用次数: 0
SHARP (SHort Answer, Rationale Provision): A New Item Format to Assess Clinical Reasoning. SHARP(简短回答,提供理由):评估临床推理能力的新项目格式。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-05-15 DOI: 10.1097/ACM.0000000000005769
Christopher R Runyon, Miguel A Paniagua, Francine A Rosenthal, Andrea L Veneziano, Lauren McNaughton, Constance T Murray, Polina Harik

Problem: Many non-workplace-based assessments do not provide good evidence of a learner's problem representation or ability to provide a rationale for a clinical decision they have made. Exceptions include assessment formats that require resource-intensive administration and scoring. This article reports on research efforts toward building a scalable non-workplace-based assessment format that was specifically developed to capture evidence of a learner's ability to justify a clinical decision.

Approach: The authors developed a 2-step item format called SHARP (SHort Answer, Rationale Provision), referring to the 2 tasks that comprise the item. In collaboration with physician-educators, the authors integrated short-answer questions into a patient medical record-based item starting in October 2021 and arrived at an innovative item format in December 2021. In this format, a test-taker interprets patient medical record data to make a clinical decision, types in their response, and pinpoints medical record details that justify their answers. In January 2022, a total of 177 fourth-year medical students, representing 20 U.S. medical schools, completed 35 SHARP items in a proof-of-concept study.

Outcomes: Primary outcomes were item timing, difficulty, reliability, and scoring ease. There was substantial variability in item difficulty, with the average item answered correctly by 44% of students (range, 4%-76%). The estimated reliability (Cronbach α ) of the set of SHARP items was 0.76 (95% confidence interval, 0.70-0.80). Item scoring is fully automated, minimizing resource requirements.

Next steps: A larger study is planned to gather additional validity evidence about the item format. This study will allow comparisons between performance on SHARP items and other examinations, examination of group differences in performance, and possible use cases for formative assessment. Cognitive interviews are also planned to better understand the thought processes of medical students as they work through the SHARP items.

问题:许多非基于工作场所的评估不能很好地证明学习者的问题表述能力或为他们所做的临床决定提供理由的能力。需要耗费大量资源进行管理和评分的评估形式属于例外。本文报告了为建立一种可扩展的非基于工作场所的评估格式所做的研究工作,这种评估格式是专门为获取学习者为其做出的临床决定提供理由的能力证据而开发的:作者开发了一种名为 SHARP(SHort Answer, Rationale Provision)的两步项目格式,指的是构成项目的两项任务。作者与医生教育工作者合作,从 2021 年 10 月开始将简答题整合到基于患者病历的项目中,并于 2021 年 12 月形成了一种创新的项目格式。在这种格式中,应试者通过解释患者病历数据来做出临床决定,输入他们的回答,并指出证明其答案正确的病历细节。2022 年 1 月,代表美国 20 所医学院校的 177 名四年级医学生在概念验证研究中完成了 35 个 SHARP 项目:主要结果是项目时间、难度、可靠性和评分难易度。项目难度存在很大差异,平均 44% 的学生能正确回答项目(范围为 4%-76%)。SHARP项目的估计信度(Cronbach α)为0.76(95% CI,0.70-0.80)。项目评分完全自动化,最大限度地减少了资源需求:下一步:计划开展一项更大规模的研究,以收集更多有关项目格式的有效性证据。这项研究将对 SHARP 项目的成绩和其他考试的成绩进行比较,考察成绩的群体差异,以及可能用于形成性评估的情况。此外,还计划进行认知访谈,以更好地了解医学生在完成 SHARP 项目时的思维过程。
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引用次数: 0
Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship. 探索医学生在儿科实习期间的直接观察经验。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-05-01 DOI: 10.1097/ACM.0000000000005747
Capri P Alex, H Barrett Fromme, Larrie Greenberg, Michael S Ryan, Sarah Gustafson, Maya K Neeley, Shaughn Nunez, Molly E Rideout, Jessica VanNostrand, Nicola M Orlov

Purpose: Direct observation (DO) enables assessment of vital competencies, such as clinical skills. Despite national requirement that medical students experience DOs during each clerkship, the frequency, length, quality, and context of these DOs are not well established. This study examines the quality, quantity, and characteristics of DOs obtained during pediatrics clerkships across multiple institutions.

Method: This multimethod study was performed at 6 U.S.-based institutions from March to October 2022. In the qualitative phase, focus groups and/or semistructured interviews were conducted with third-year medical students at the conclusion of pediatrics clerkships. In the quantitative phase, the authors administered an internally developed instrument after focus group discussions or interviews. Qualitative data were analyzed using thematic analysis, and quantitative data were analyzed using anonymous survey responses.

Results: Seventy-three medical students participated in 20 focus groups, and 71 (97.3%) completed the survey. The authors identified 7 themes that were organized into key principles: before, during, and after DO. Most students reported their DOs were conducted primarily by residents (62 [87.3%]) rather than attendings (6 [8.4%]) in inpatient settings. Participants reported daily attending observation of clinical reasoning (38 [53.5%]), communication (39 [54.9%]), and presentation skills (58 [81.7%]). One-third reported they were never observed taking a history by an inpatient attending (23 [32.4%]), and one-quarter reported they were never observed performing a physical exam (18 [25.4%]).

Conclusions: This study revealed that students are not being assessed for performing vital clinical skills in the inpatient setting by attendings as frequently as previously believed. When observers set expectations, create a safe learning environment, and follow up with actionable feedback, medical students perceive the experience as valuable; however, the DO experience is currently suboptimal. Therefore, a high-quality, competency-based clinical education for medical students is necessary to directly drive future patient care by way of a competent physician workforce.

目的:直接观察(DO)可以评估临床技能等重要能力。尽管国家要求医学生在每次实习期间都要进行直接观察,但这些观察的频率、时间长度、质量和背景并没有得到很好的确定。本研究考察了多所院校在儿科实习期间获得的实习指导的质量、数量和特点:本研究采用多种方法,于 2022 年 3 月至 10 月在美国 6 所院校进行。在定性研究阶段,作者在儿科实习结束后对三年级医学生进行了焦点小组和/或半结构式访谈。在定量阶段,作者在焦点小组讨论或访谈后使用了内部开发的工具。定性数据采用主题分析法进行分析,定量数据采用匿名调查法进行分析:73名医学生参加了20个焦点小组,71人(97.3%)完成了调查。作者确定了 7 个主题,并将其归纳为关键原则:实习前、实习中和实习后。大多数学生表示,在住院环境中,他们的DO主要由住院医师(62人[87.3%])而非主治医师(6人[8.4%])进行。学员们报告说,主治医师每天都会观察他们的临床推理能力(38 [53.5%])、沟通能力(39 [54.9%])和表达能力(58 [81.7%])。三分之一的学生称他们从未被住院主治医师观察过病史采集(23 [32.4%]),四分之一的学生称他们从未被观察过体格检查(18 [25.4%]):这项研究表明,主治医师对学生在住院环境中执行重要临床技能的评估并不像以前认为的那样频繁。当观察者设定期望值、创造安全的学习环境并跟进可操作的反馈时,医学生会认为这种经历很有价值;然而,目前的DO经历并不理想。因此,有必要为医学生提供高质量、以能力为基础的临床教育,通过培养有能力的医生队伍来直接推动未来的患者护理工作。
{"title":"Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship.","authors":"Capri P Alex, H Barrett Fromme, Larrie Greenberg, Michael S Ryan, Sarah Gustafson, Maya K Neeley, Shaughn Nunez, Molly E Rideout, Jessica VanNostrand, Nicola M Orlov","doi":"10.1097/ACM.0000000000005747","DOIUrl":"10.1097/ACM.0000000000005747","url":null,"abstract":"<p><strong>Purpose: </strong>Direct observation (DO) enables assessment of vital competencies, such as clinical skills. Despite national requirement that medical students experience DOs during each clerkship, the frequency, length, quality, and context of these DOs are not well established. This study examines the quality, quantity, and characteristics of DOs obtained during pediatrics clerkships across multiple institutions.</p><p><strong>Method: </strong>This multimethod study was performed at 6 U.S.-based institutions from March to October 2022. In the qualitative phase, focus groups and/or semistructured interviews were conducted with third-year medical students at the conclusion of pediatrics clerkships. In the quantitative phase, the authors administered an internally developed instrument after focus group discussions or interviews. Qualitative data were analyzed using thematic analysis, and quantitative data were analyzed using anonymous survey responses.</p><p><strong>Results: </strong>Seventy-three medical students participated in 20 focus groups, and 71 (97.3%) completed the survey. The authors identified 7 themes that were organized into key principles: before, during, and after DO. Most students reported their DOs were conducted primarily by residents (62 [87.3%]) rather than attendings (6 [8.4%]) in inpatient settings. Participants reported daily attending observation of clinical reasoning (38 [53.5%]), communication (39 [54.9%]), and presentation skills (58 [81.7%]). One-third reported they were never observed taking a history by an inpatient attending (23 [32.4%]), and one-quarter reported they were never observed performing a physical exam (18 [25.4%]).</p><p><strong>Conclusions: </strong>This study revealed that students are not being assessed for performing vital clinical skills in the inpatient setting by attendings as frequently as previously believed. When observers set expectations, create a safe learning environment, and follow up with actionable feedback, medical students perceive the experience as valuable; however, the DO experience is currently suboptimal. Therefore, a high-quality, competency-based clinical education for medical students is necessary to directly drive future patient care by way of a competent physician workforce.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"997-1006"},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Disparities in Medical School Clerkship Grades Associated With Sex, Race, and Ethnicity: A Person-Centered Approach. 与性别、种族和民族有关的医学院实习成绩差异:以人为本的方法》。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-03-14 DOI: 10.1097/ACM.0000000000005690
Paulina Perez Mejias, Gustavo Lara, Alex Duran, Rashelle Musci, Nancy A Hueppchen, Roy C Ziegelstein, Pamela A Lipsett

Purpose: To determine whether students' self-reported race/ethnicity and sex were associated with grades earned in 7 core clerkships. A person-centered approach was used to group students based on observed clerkship grade patterns. Predictors of group membership and predictive bias by race/ethnicity and sex were investigated.

Method: Using data from 6 medical student cohorts at Johns Hopkins University School of Medicine (JHUSOM), latent class analysis was used to classify students based on clerkship grades. Multinomial logistic regression was employed to investigate if preclerkship measures and student demographic characteristics predicted clerkship performance-level groups. Marginal effects for United States Medical Licensing Exam (USMLE) Step 1 scores were obtained to assess the predictive validity of the test on group membership by race/ethnicity and sex. Predictive bias was examined by comparing multinomial logistic regression prediction errors across racial/ethnic groups.

Results: Three clerkship performance-level groups emerged from the data: low, middle, and high. Significant predictors of group membership were race/ethnicity, sex, and USMLE Step 1 scores. Black or African American students were more likely (odds ratio [OR] = 4.26) to be low performers than White students. Black or African American (OR = 0.08) and Asian students (OR = 0.41) were less likely to be high performers than White students. Female students (OR = 2.51) were more likely to be high performers than male students. Patterns of prediction errors observed across racial/ethnic groups showed predictive bias when using USMLE Step 1 scores to predict clerkship performance-level groups.

Conclusions: Disparities in clerkship grades associated with race/ethnicity were found among JHUSOM students, which persisted after controlling for USMLE Step 1 scores, sex, and other preclerkship performance measures. Differential predictive validity of USMLE Step 1 exam scores and systematic error predictions by race/ethnicity show predictive bias when using USMLE Step 1 scores to predict clerkship performance across racial/ethnic groups.

目的:确定学生自报的种族/民族和性别是否与 7 个核心实习的成绩有关。根据观察到的实习成绩模式,采用以人为本的方法对学生进行分组。研究了分组成员的预测因素以及种族/民族和性别的预测偏差:利用约翰霍普金斯大学医学院(JHUSOM)6个医学生组群的数据,采用潜类分析法根据实习成绩对学生进行分类。采用多项式逻辑回归法来研究实习前的衡量标准和学生的人口统计学特征是否能预测实习成绩水平组别。美国医学执业资格考试(USMLE)第 1 步分数的边际效应用于评估该测试对不同种族/族裔和性别群体成员的预测有效性。通过比较不同种族/族裔群体的多叉逻辑回归预测误差,对预测偏差进行了检验:结果:从数据中得出了三个实习表现水平组别:低、中、高。种族/人种、性别和 USMLE 第 1 步分数是预测组别成员的重要因素。与白人学生相比,黑人或非裔美国人学生更有可能成为成绩较差的学生(几率比 [OR] = 4.26)。黑人或非裔美国人(OR = 0.08)和亚裔学生(OR = 0.41)比白人学生更不可能成为成绩优秀的学生。女生(OR = 2.51)比男生更有可能成为成绩优秀的学生。在使用 USMLE 第 1 步分数预测实习成绩水平组别时,不同种族/族裔组别的预测误差模式显示出预测偏差:结论:在 JHUSOM 学生中发现了与种族/族裔相关的实习成绩差异,在控制了 USMLE 第 1 步分数、性别和其他实习前成绩衡量标准后,这种差异依然存在。USMLE 第 1 步考试分数和系统误差预测的种族/人种差异预测有效性表明,使用 USMLE 第 1 步考试分数预测不同种族/人种群体的实习成绩存在预测偏差。
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引用次数: 0
The Need for Greater Transparency in Journal Submissions That Report Novel Machine Learning Models in Health Professions Education. 需要提高期刊投稿的透明度,以报道卫生职业教育中的新型机器学习模型。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-06-26 DOI: 10.1097/ACM.0000000000005793
Gustavo A Patino, Laura Weiss Roberts
{"title":"The Need for Greater Transparency in Journal Submissions That Report Novel Machine Learning Models in Health Professions Education.","authors":"Gustavo A Patino, Laura Weiss Roberts","doi":"10.1097/ACM.0000000000005793","DOIUrl":"10.1097/ACM.0000000000005793","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"935-937"},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
To the Fig Tree on 9th and Christian. 去第九大道和克里斯蒂安路口的无花果树餐厅
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2023-05-25 DOI: 10.1097/ACM.0000000000005280
Ross Gay
{"title":"To the Fig Tree on 9th and Christian.","authors":"Ross Gay","doi":"10.1097/ACM.0000000000005280","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005280","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"99 9","pages":"964"},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142300184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Protecting and Learning From LGBTQ Students. 保护 LGBTQ 学生并向他们学习。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-01 Epub Date: 2024-06-12 DOI: 10.1097/ACM.0000000000005785
Nam S Danny Hoang
{"title":"Protecting and Learning From LGBTQ Students.","authors":"Nam S Danny Hoang","doi":"10.1097/ACM.0000000000005785","DOIUrl":"10.1097/ACM.0000000000005785","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1015"},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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Academic Medicine
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