Monthly Archives: June 2015

Musings On Professionalism

  The interested reader is directed to the May 12, 2015 JAMA issue containing multiple short essays regarding professionalism across the spectrum of education and practice.  Most impressive to this reviewer has been the accumulating evidence of the pernicious effect of … Continue reading

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Mind Those Quality Indicators!

  With strong US licensing body mandates for quality improvement (QI) education, it is more important than ever to ensure that common QI indicators really measure quality.  Hospital length of stay (LOS) is an extremely common quality measure because it is … Continue reading

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Pay Faculty To Teach And They Will Teach (Well)

 Educators in a newly-established medical school describe their successful establishment of a well-received 8-week primary care clerkship utilizing established internal medicine and family medicine physicians in the Ochsner (New Orleans) Health System.  They used a three-pronged approach:  “protected time to … Continue reading

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Double Check That Citation! Misrepresentation Of Publications By Residency Applicants

   The investigators of this study examined data from the Canadian Resident Match Service (similar to the US Electronic Residency Application Service, or ERAS) to assess misrepresentation of publications reported among applicants to Canadian otolaryngology residency programs over a 3-year … Continue reading

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Role Of Preclinical Classroom Attendance Sharply Divides Faculty and Students

    In several medical schools, attendance in preclinical years is not mandatory for lectures, recordings of which are usually available to the students. Classroom attendance has diminished in some schools. A single-center cohort study was carried out using internet-based … Continue reading

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How Do Medical Schools Deal With Students’ Professionalism Lapses?

  Researchers interviewed education deans (response rate 61%) regarding their schools’ practices regarding lapses in professionalism.  A majority (80%) had written policies and procedures regarding unprofessional behavior on the part of medical students, but practices were quite variable.  Involvement of student … Continue reading

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The Implicit (“Hidden”) Curriculum Isn’t All Bad

   Researchers interviewed third-year pediatric residents from 3 academic institutions on their sources of learning regarding the six Clinical Learning Environment Review (CLER) focus areas:  patient safety, quality, transitions, supervision, fatigue management, and professionalism.  For each area, residents were asked how … Continue reading

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