Category Archives: Graduate Medical Education

Be Wary Even Of Validated Surveys

Surveys: This is required reading for faculty planning to engage in survey research or to use a published survey.  The authors analyzed publications in three major health education journals which described 37 separate self-administered surveys.  The vast majority (94.6%) of … Continue reading

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The Feedback On Feedback Isn’t So Encouraging 

Feedback: In follow-up to an earlier scoping review on feedback, concluding that we have mostly poor-quality data on the subject, the authors focused on 51 articles describing “the substance and setting of the feedback given” to health sciences learners, mostly medical … Continue reading

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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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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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