[Womeninmedicine] FW: What’s New in ACADEMIC MEDICINE, August 2013

[Weisz, Ora Anna]

Lots of interesting articles- including several by our faculty!
Hope all of you are enjoying your summer-
Ora

_____________________________________________________________________
Ora A. Weisz, PhD | Professor of Medicine, Professor of Cell Biology
Vice Chair of Faculty Development,  Department of Medicine
Assistant Dean for Faculty Development,  University of Pittsburgh School of Medicine
Renal-Electrolyte Division | 978.1 Scaife Hall | 3550 Terrace St. | Pittsburgh PA 15261
Tel: 412-383-8891 | Fax: 412-383-8956 | Email: weisz at pitt.edu<mailto:weisz at pitt.edu>  | website: weisz2.dept-med.pitt.edu

From: Academic Medicine [mailto:acadmed at aamc.org]
Sent: Monday, August 12, 2013 2:02 PM
To: Weisz, Ora Anna
Subject: What’s New in ACADEMIC MEDICINE, August 2013

[http://www.aamc.org/em/academicmedicine/title-amexp.jpg]<http://echo4.bluehornet.com/ct/22878867:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>


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The August issue<http://echo4.bluehornet.com/ct/22878868:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r> of Academic Medicine is now available online, including:

FROM THE EDITOR
Integrating Competencies<http://echo4.bluehornet.com/ct/22878869:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
David P. Sklar, MD

COMMENTARIES
Is Clinical Cognition Binary or Continuous? <http://echo4.bluehornet.com/ct/22878870:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Geoffrey Norman, PhD, Sandra Monteiro, MSc, and Jonathan Sherbino, MD

Teaching Physicians about Fraud and Program Integrity <http://echo4.bluehornet.com/ct/22878871:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Mark A. Lyles, MD, MBA

From Rankings to Mission <http://echo4.bluehornet.com/ct/22878872:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Darrell G. Kirch, MD, and John E. Prescott, MD

AM LAST PAGE
How Pierre Bourdieu’s Theory and Concepts Can Apply to Medical Education <http://echo4.bluehornet.com/ct/22878873:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Lara Varpio, PhD, and Mathieu Albert, PhD


Articles from the September issue of Academic Medicine are now available online ahead of print!

What do college sports rankings and resident rank order lists have in common? Do attending physicians have enough time to teach? New online-first articles<http://echo4.bluehornet.com/ct/22878874:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r> available from Academic Medicine answer these questions and more! Keep reading below for more details.

Access content from the August issue<http://echo4.bluehornet.com/ct/22878868:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>, including From the Editor, Commentaries, and the AM Last Page, from the menu on the right.

Visit AM Rounds<http://echo4.bluehornet.com/ct/22878875:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>, Academic Medicine’s blog, to access previews of upcoming content and read companion posts to articles, including perspectives on the Colleges at Vanderbilt University School of Medicine and attending physicians’ self-perceived workload and time for teaching.

Remember to download the August issue of the journal to your iPad!

________________________________

COMMENTARIES
Can We Achieve Public Accountability for Graduate Medical Education Outcomes?<http://echo4.bluehornet.com/ct/22878876:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Robert B. Baron, MD, MS
In light of the study by Chen and colleagues, the author examines a number of important questions related to measuring GME outcomes to improve accountability.

Considering the Clinical Context of Medical Education<http://echo4.bluehornet.com/ct/22878877:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Linda M. Famiglio, MD, Michelle A. Thompson, MD, and Douglas F. Kupas, MD
In response to the findings of Chen and colleagues, the authors use their own experience at Geisinger to explore the importance of the context of clinical education in achieving positive GME outcomes.

The Tip of the Iceberg: Improving the Quality of Rank Order Lists for the Match<http://echo4.bluehornet.com/ct/22878878:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Keith Baker, MD, PhD
Despite the advantages of Ross and Moore’s new methodology, ROLs will remain poor predictors of residents’ performance until we better understand which data can predict which students will become excellent physicians.

Why Resident Duty Hours Regulations Must Address Attending Physicians’ Workload <http://echo4.bluehornet.com/ct/22878879:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Brian M. Wong, MD, and Kevin Imrie, MD
The authors argue that duty hours regulations require programs to seek creative solutions to address attending physicians’ needs and perspectives.

Dancing Through Cape Coast: Ethical and Practical Considerations for Health-Related Service-Learning Programs<http://echo4.bluehornet.com/ct/22878880:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Lise Saffran, MPH, MFA
The author uses experiences from a trip to Ghana as a backdrop for exploring issues that arise when U.S. students work in health programs in developing countries.

PERSPECTIVES
Teaching While Learning While Practicing:  Reframing Faculty Development for the Patient-Centered Medical Home<http://echo4.bluehornet.com/ct/22878881:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Michael A. Clay II, MD, Andrea L. Sikon, MD, Monica L. Lypson, MD, MHPE, Arthur Gomez, MD, Laurie Kennedy–Malone PhD, GNP-BC, Jada Bussey–Jones, MD, and Judith L. Bowen, MD
The authors review three faculty development models and recommend ways to prepare clinical teachers for their roles as system-change agents and facilitators of learning in patient-centered medical homes.

Forging Stronger Partnerships between Academic Health Centers and Patient-Driven Organizations<http://echo4.bluehornet.com/ct/22878882:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Elaine K. Gallin, PhD, Enriqueta Bond, PhD, Robert M. Califf, MD, William F. Crowley Jr., MD, Pamela Davis, MD, PhD, Richard Galbraith, MD, PhD, and E. Albert Reece, MD, PhD, MBA
As drivers of clinical and translational research, patient advocacy groups and voluntary health organizations must pursue well-governed collaborations with AHCs. Strategies for pursuing effective partnerships are presented.

ARTICLES
Academic Medicine Change Management: The Power of the LCME Accreditation Process<http://echo4.bluehornet.com/ct/22878883:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Latha Chandran, MD, MPH, Howard B. Fleit, PhD, and A. Laurie Shroyer, PhD, MSHA
Proactively organizing the LCME site visit process across five distinct stages—planning, data gathering, documentation, visit readiness, and follow-up—facilitates positive, local, educational program quality improvement.

A Novel Enrichment Program Using Cascading Mentorship to Increase Diversity in the Health Care Professions<http://echo4.bluehornet.com/ct/22878884:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Behnoosh Afghani, MD, Rosanne Santos, MBA, Marco Angulo, MD, and Walter Muratori
The UC Irvine Summer Premed Program uses the concept of cascading mentorship to engage faculty, medical students, undergraduates, and high school students to encourage health professions careers.

Reframing Clinical Workplace Learning Using the Theory of Distributed Cognition <http://echo4.bluehornet.com/ct/22878885:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Christoph Pimmer, Norbert Pachler, DrPhil, and Urs Genewein, MD, MME
The authors argue that future scholarship should address the ways that medical actors use speech, gestures, and the structures of their bodies and of artifacts to construct complex, multimodal representations.

Building Learning Communities: Evolution of the Colleges at Vanderbilt University School of Medicine<http://echo4.bluehornet.com/ct/22878886:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Amy Fleming, MD, William Cutrer, MD, MEd, Sandi Moutsios, MD, Benjamin Heavrin, MD, MBA, Michael Pilla, MD, Quentin Eichbaum, MD, PhD, MPH, MFA, and Scott Rodgers, MD
The College Colloquium, an academic and professional development program, builds upon the strengths of the colleges and has transformed them into learning communities.

Changing the Culture of Academic Medicine: The C-Change Learning Action Network and its Impact at Participating Medical Schools <http://echo4.bluehornet.com/ct/22878887:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Edward Krupat, PhD, Linda Pololi, MD, Eugene R. Schnell, PhD, and David E. Kern, MD, MPH
Changes aligning with goals of the National Initiative on Gender, Culture, and Leadership in Medicine occurred in the policies, practices, and administrative structures of schools participating in a cross-institutional, collaborative, learning network.

Building Diversity in a Complex Academic Health Center<http://echo4.bluehornet.com/ct/22878888:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Jeannette E. South-Paul, MD, Loren Roth, MD, MPH, Paula K. Davis, MA, Terence Chen, Anna Roman, PhD, Audrey Murrell, PhD, Chenits Pettigrew, EdD, Candi Castleberry-Singleton, MBA, and Joel Schuman, MD
The authors describe linking the efforts of the University of Pittsburgh undergraduate campus, school of medicine, schools of the health sciences, clinical practice plan, and medical center in a way that would be successful locally and applicable to other academic environments.

RESEARCH REPORTS
Toward Graduate Medical Education (GME) Accountability: Measuring the Outcomes of GME Institutions<http://echo4.bluehornet.com/ct/22878889:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Candice Chen, MD, MPH, Stephen Petterson, PhD, Robert L. Phillips, MD, MSPH, Fitzhugh Mullan, MD, Andrew Bazemore, MD, MPH, and Sarah D. O’Donnell, MPH
The purpose of this study was to develop and test candidate GME outcome measures related to physician workforce, including primary care and rural physician production.

A Quantitative Experimental Paradigm to Optimize Construction of Rank Order Lists in the National Resident Matching Program: The ROSS-MOORE Approach<http://echo4.bluehornet.com/ct/22878890:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
David A. Ross, MD, PhD, and Edward Z. Moore, PhD
To address high interrater reliability in generation of ROLs, the authors developed a new algorithm to rank applicants that is based on college sports ranking systems.

Institutions with Accredited Residencies in New York State with an Interest in Developing New Residencies or Expanding Existing Ones <http://echo4.bluehornet.com/ct/22878891:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Norman H. Edelman, MD, Raymond L. Goldsteen, DrPH, Karen Goldsteen, PhD, Shamuel Yagudayev, MPH, Fabio Lima, MPH, and  Laura Chiu, MPH
Fewer than half the training institutions were interested in or had the capacity for expansion of core residencies. Interest in establishing or expanding primary care was especially problematic.

No Time for Teaching? Inpatient Attending Physicians’ Workload and Teaching Before and After the Implementation of the 2003 Duty Hours Regulations <http://echo4.bluehornet.com/ct/22878892:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Lisa M. Roshetsky, MD, MS, Ainoa Mayo, MA, Andrea Flores, MS, Ben Vekhter, PhD, Holly J.  Humphrey, MD, David O. Meltzer, MD, PhD, and Vineet M. Arora, MD, MAPP
The authors tested the association between attending physicians’ self-reported workload and perceptions of time for teaching before and after the 2003 resident duty hours regulations.

Racial and Ethnic Minority Medical Students’ Perceptions of and Interest in Careers in Academic Medicine<http://echo4.bluehornet.com/ct/22878893:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
JP Sánchez, MD, MPH, Lutheria Peters, MPH, Elizabeth Lee-Rey, MD, MPH, Hal Strelnick, MD, Gwen Garrison, PhD, Kehua Zhang, PhD, Dennis Spencer, PhD, Gezzer Ortega, MD, MPH, Baligh Yehia, MD, MPP, MSHP, Anne Berlin, MA, and Laura Castillo-Page, PhD
Black and Hispanic students' perceptions of having greater difficulty succeeding in academia may be an obstacle to engaging them in the prospective pool of academicians.

The Experience of Minority Faculty Who Are Underrepresented in Medicine, at 26 Representative U.S. Medical Schools <http://echo4.bluehornet.com/ct/22878894:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Linda H. Pololi, MD, Arthur T. Evans, MD, MPH, Brian K. Gibbs, PhD, MPA, Edward Krupat, PhD, Robert T. Brennan, EdD, and Janet T. Civian, EdD
Minority faculty at high-minority institutions rated values alignment and diversity higher than at traditional institutions, and faculty at all institutions indicated high leadership goals and lower experiences of inclusion.

Anatomy and Histology as Socially Networked Learning Environments: Some Preliminary Findings<http://echo4.bluehornet.com/ct/22878895:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Frederic W. Hafferty, PhD, Brian Castellani, PhD, Philip K. Hafferty, MA, and Wojciech Pawlina, MD
A study to better understand the “networked” life of medical school as a learning environment.   Findings suggest that social network analysis may be useful in examining an array of student learning encounters.

Frequency and Determinants of Residents’ Narrative Feedback on the Teaching Performance of Faculty: Narratives in Numbers<http://echo4.bluehornet.com/ct/22878896:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Renée M. van der Leeuw, MD, Karlijn Overeem, MD, PhD, Onyebuchi A. Arah, MD, PhD, Maas Jan Heineman, MD, PhD, and Kiki M.J.M.H. Lombarts, MHA, PhD
Residents provided narrative feedback that paralleled and elaborated on quantitative evaluations they provided; therefore, faculty would be wise to attend to narrative feedback.

Doctoral Programs to Train Future Leaders in Clinical and Translational Science<http://echo4.bluehornet.com/ct/22878897:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Galen E. Switzer, PhD, Georgeanna F.W.B. Robinson, EdD, Doris M. Rubio, PhD, Nicole R. Fowler, PhD, and Wishwa N. Kapoor, MD, MPH
PhD programs in clinical and translational science vary in characteristics and students, perhaps due to diversity in translational science or to the relative infancy of the discipline.

A Shortened Version of the Clinical Research Appraisal Inventory: CRAI-12<http://echo4.bluehornet.com/ct/22878898:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Georgeanna F.W.B. Robinson, EdD, Galen E. Switzer, PhD, Elan D. Cohen, MS, Brian A. Primack, MD, PhD, Wishwa N. Kapoor, MD, Deborah L. Seltzer, Lori L. Bakken, PhD, and Doris McGartland Rubio, PhD
The 12-item Clinical Research Appraisal Inventory (CRAI) is faster and less burdensome to complete but retains the strong psychometric properties of the original, 92-item CRAI.

A Medical School’s Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire <http://echo4.bluehornet.com/ct/22878899:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Mariëlle Jippes, MD, PhD, Erik W. Driessen, PhD, Nick J. Broers, PhD, Gerard D. Majoor, PhD, Wim H. Gijselaers, PhD, and Cees P.M. van der Vleuten, PhD
The medical school’s organizational readiness for curriculum change (MORC) questionnaire is a valid, reliable tool for measuring organizational readiness for curriculum change in medical schools.

A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians<http://echo4.bluehornet.com/ct/22878900:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
John M. Harris Jr., MD, MBA, and Huaping Sun, PhD
Virtual patient e-learning programs had no effect on physicians’ substance abuse management skills. Only actual experience with substance abuse management seemed to improve those skills.

Evaluating Oral Case Presentations Using a Checklist: How Do Senior Student-Evaluators Compare With Faculty? <http://echo4.bluehornet.com/ct/22878901:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Seema P. Kakar, MD, Jillian S. Catalanotti, MD, MPH, Andrea L. Flory, MD, Samuel J. Simmens, PhD, Karen L. Lewis, PhD, Matthew L. Mintz, MD, Yolanda C. Haywood, MD, and Benjamin C. Blatt, MD
Results support using student-evaluators for peer assessment in low-stakes settings, but evidence of leniency compared with faculty assessment suggests caution in high-stakes settings.

Evolution of Faculty Affairs and Faculty Development Offices in U.S. Medical Schools: A 10-Year Follow-up Survey<http://echo4.bluehornet.com/ct/22878902:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Roberta E. Sonnino, MD, Vivian Reznik, MD, MPH, Luanne A. Thorndyke, MD, Archana Chatterjee, MD, PhD, Carlos F. Ríos-Bedoya, MPH, ScD, Elza Mylona, PhD, Kathleen G. Nelson, MD, Carol S. Weisman, PhD, Page S. Morahan, PhD, and William C. Wadland, MD
The authors determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs, and how these offices have evolved between 2000 and 2010.

REVIEWS
Social Media Use by Health Care Professionals and Trainees: A Scoping Review<http://echo4.bluehornet.com/ct/22878903:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Michele P. Hamm, PhD, Annabritt Chisholm, Jocelyn Shulhan, Andrea Milne, MLIS, Shannon D. Scott, PhD, Terry P. Klassen, MD, MSc, and Lisa Hartling, PhD
The authors conducted a scoping review of the literature to determine which social media tools were used, by whom, for what purposes, and how they were evaluated.

Doctors’ Perceptions and Use of Evidence-Based Medicine: A Systematic Review and Thematic Synthesis of Qualitative Studies<http://echo4.bluehornet.com/ct/22878904:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>
Maartje H.J. Swennen, MD, Geert J.M.G. van der Heijden, PhD, Hennie R. Boeije, PhD, Nanda van Rheenen, Floor J.M. Verheul, Yolanda van der Graaf, MD, PhD, and Cor J. Kalkman, MD, PhD
In a systematic review of qualitative studies, the authors investigated barriers and facilitators for doctors’ use of EBM.

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Academic Medicine for the iPad®<http://echo4.bluehornet.com/ct/22878905:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>

The same high quality publication that is so critical to your research, teaching, and practice is now available on the iPad. Academic Medicine's dynamic app optimizes the best in digital technology to create a print-like reading experience with article-sharing features, multimedia links, and more. Visit the App Store to download it today.

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For more information about the journal, please visit www.academicmedicine.org<http://echo4.bluehornet.com/ct/22878906:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r>.

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