Author Archives: DR MERL Reviews

Using EPA’s For Competency-Based Assessment Of Medical Students In The Internal Medicine (IM) Clerkship

Assessment: Alliance for Academic Internal Medicine Undergraduate Medical Education (UME) Task Force proposes a model for competency-based assessment in IM clerkships, informed by results of a survey of clerkship directors who were asked to identify high priority EPA’s (entrustable professional … Continue reading

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Does Self-Regulated Test-Prep Work To Improve USMLE Step 1 Scores?   

USMLE: Probably, and it is likely most helpful for the students with lower-than-median MCAT scores, according to this non-randomized intervention for pre-clinical medical students.  All students in one class were provided free access to a commercial NBME-style question bank and their … Continue reading

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Interns And More Senior Residents Fail To Meet Expectations In Different Ways

Milestones: In this study involving 20% of pediatric residency training programs in the US, milestone evaluations of residents rated marginal or unsatisfactory (M/U) were compared  to those of residents rated satisfactory.  Overall, fewer than 2% of residents were rated less than … Continue reading

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How To Not Get Published, Or Even Peer-Reviewed

Publishing: This is required reading for faculty who want, or need, to publish medical education research articles.  Researchers describe the pre-peer review editorial process at Academic Medicine, during which 65% of submitted manuscripts are rejected, either directly by the editor-in-chief or … Continue reading

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Do The Licensing Examinations (USMLE Step 1 and Step 2 Clinical Knowledge) Measure Something Meaningful?

USMLE: Probably, according to this study of more than 160,000 practicing physicians who graduated from US MD-granting schools between 1994 and 2006.  The authors looked for correlations between a physician’s examination scores and their likelihood of receiving disciplinary action from a state … Continue reading

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Residency Program Directors Like The Idea Of “Flipped Classroom” Active Learning, But Don’t Use It Very Often

Flipped Classroom: Only 56% of internal medicine program directors responded to survey questions regarding attitudes towards and use of “flipped classroom” techniques in their program, but their responses are likely somewhat representative.  Overall attitudes were positive, averaging about 4 on … Continue reading

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How Residents Die

Risk: In this survey of deaths of residents from all ACGME programs, malignancy and suicide were the most common causes of death.  Hearteningly, death rates from all causes and from suicide were substantially lower in residents than in the general population.  This is in distinction … Continue reading

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