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</o:shapelayout></xml><![endif]--></head><body bgcolor=white lang=EN-US link="#00134F" vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Lots of interesting articles- including several by our faculty!<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Hope all of you are enjoying your summer-<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Ora<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><div><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>_____________________________________________________________________</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>Ora A. Weisz, PhD | Professor of Medicine, Professor of Cell Biology </span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>Vice Chair of Faculty Development, Department of Medicine</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>Assistant Dean for Faculty Development, University of Pittsburgh School of Medicine</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>Renal-Electrolyte Division | 978.1 Scaife Hall | 3550 Terrace St. | Pittsburgh PA 15261<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:7.5pt;font-family:"Calibri","sans-serif";color:#1F497D'>Tel: 412-383-8891 | Fax: 412-383-8956 | Email: <a href="mailto:weisz@pitt.edu"><span style='color:blue'>weisz@pitt.edu</span></a> | website: weisz2.dept-med.pitt.edu<o:p></o:p></span></p></div><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><div><div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'><p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:windowtext'>From:</span></b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif";color:windowtext'> Academic Medicine [mailto:acadmed@aamc.org] <br><b>Sent:</b> Monday, August 12, 2013 2:02 PM<br><b>To:</b> Weisz, Ora Anna<br><b>Subject:</b> What’s New in ACADEMIC MEDICINE, August 2013<o:p></o:p></span></p></div></div><p class=MsoNormal><o:p> </o:p></p><div align=center><table class=MsoNormalTable border=1 cellspacing=0 cellpadding=0 width=550 style='width:412.5pt;border:solid #CCCCCC 1.0pt'><tr><td style='border:none;padding:0in 0in 0in 0in'><p class=MsoNormal><a href="http://echo4.bluehornet.com/ct/22878867:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r"><b><span style='color:#003C7B;text-decoration:none'><img border=0 width=618 height=132 id="_x0000_i1025" src="http://www.aamc.org/em/academicmedicine/title-amexp.jpg" alt="AM Express"></span></b></a><o:p></o:p></p></td></tr><tr><td valign=top style='border:none;padding:18.75pt 18.75pt 11.25pt 18.75pt'><table class=MsoNormalTable border=1 cellspacing=10 cellpadding=0 align=right width=165 style='width:123.75pt;background:white;border:solid #95A4B2 1.0pt'><tr><td style='border:none;padding:3.75pt 3.75pt 3.75pt 3.75pt'><p class=side><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><img border=0 width=167 height=221 id="_x0000_i1026" src="http://journals.lww.com/academicmedicine/PublishingImages/08-13.fullcover.jpg"><o:p></o:p></span></p></td></tr><tr><td style='border:none;padding:3.75pt 3.75pt 3.75pt 3.75pt'><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>The <a href="http://echo4.bluehornet.com/ct/22878868:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">August issue</a> of <em><span style='font-family:"Arial","sans-serif"'>Academic Medicine</span></em> is now available online, including: <o:p></o:p></span></p><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>FROM THE EDITOR <br><a href="http://echo4.bluehornet.com/ct/22878869:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Integrating Competencies</a><br>David P. Sklar, MD<o:p></o:p></span></p><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>COMMENTARIES <br><a href="http://echo4.bluehornet.com/ct/22878870:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Is Clinical Cognition Binary or Continuous? </a><br>Geoffrey Norman, PhD, Sandra Monteiro, MSc, and Jonathan Sherbino, MD<o:p></o:p></span></p><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878871:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Teaching Physicians about Fraud and Program Integrity </a> <br>Mark A. Lyles, MD, MBA<o:p></o:p></span></p><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878872:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">From Rankings to Mission </a><br>Darrell G. Kirch, MD, and John E. Prescott, MD<o:p></o:p></span></p><p style='line-height:12.0pt'><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>AM LAST PAGE<br><a href="http://echo4.bluehornet.com/ct/22878873:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">How Pierre Bourdieu’s Theory and Concepts Can Apply to Medical Education </a><br>Lara Varpio, PhD, and Mathieu Albert, PhD<o:p></o:p></span></p></td></tr></table><h1><span style='font-size:12.0pt;font-family:"Arial","sans-serif";color:#F08A1C'>Articles from the September issue of <em><span style='font-family:"Arial","sans-serif"'>Academic Medicine</span></em> are now available online ahead of print!<o:p></o:p></span></h1><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>What do college sports rankings and resident rank order lists have in common? Do attending physicians have enough time to teach? New <a href="http://echo4.bluehornet.com/ct/22878874:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">online-first articles</a> available from <em><span style='font-family:"Arial","sans-serif"'>Academic Medicine</span></em> answer these questions and more! Keep reading below for more details.<o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>Access content from <a href="http://echo4.bluehornet.com/ct/22878868:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">the August issue</a>, including From the Editor, Commentaries, and the AM Last Page, from the menu on the right. <o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>Visit <a href="http://echo4.bluehornet.com/ct/22878875:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">AM Rounds</a>, <em><span style='font-family:"Arial","sans-serif"'>Academic Medicine</span></em>’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.<o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>Remember to download the August issue of the journal to your iPad!<o:p></o:p></span></p><div class=MsoNormal align=center style='text-align:center'><hr size=2 width="100%" align=center></div><p><strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>COMMENTARIES</span></strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><br><a href="http://echo4.bluehornet.com/ct/22878876:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r"><span style='color:black'>Can We Achieve Public Accountability for Graduate Medical Education Outcomes?</span></a><br>Robert B. Baron, MD, MS<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878877:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Considering the Clinical Context of Medical Education</a><br>Linda M. Famiglio, MD, Michelle A. Thompson, MD, and Douglas F. Kupas, MD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878878:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">The Tip of the Iceberg: Improving the Quality of Rank Order Lists for the Match</a><br>Keith Baker, MD, PhD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878879:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Why Resident Duty Hours Regulations Must Address Attending Physicians’ Workload </a><br>Brian M. Wong, MD, and Kevin Imrie, MD<br><em><span style='font-family:"Arial","sans-serif"'>The authors argue that duty hours regulations require programs to seek creative solutions to address attending physicians’ needs and perspectives.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878880:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Dancing Through Cape Coast: Ethical and Practical Considerations for Health-Related Service-Learning Programs</a><br>Lise Saffran, MPH, MFA<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>PERSPECTIVES </span></strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><br><a href="http://echo4.bluehornet.com/ct/22878881:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Teaching While Learning While Practicing: Reframing Faculty Development for the Patient-Centered Medical Home</a><br>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 <br><em><span style='font-family:"Arial","sans-serif"'>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. </span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878882:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Forging Stronger Partnerships between Academic Health Centers and Patient-Driven Organizations</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>ARTICLES </span></strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><br><a href="http://echo4.bluehornet.com/ct/22878883:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Academic Medicine Change Management: The Power of the LCME Accreditation Process</a><br>Latha Chandran, MD, MPH, Howard B. Fleit, PhD, and A. Laurie Shroyer, PhD, MSHA<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878884:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">A Novel Enrichment Program Using Cascading Mentorship to Increase Diversity in the Health Care Professions</a><br>Behnoosh Afghani, MD, Rosanne Santos, MBA, Marco Angulo, MD, and Walter Muratori<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878885:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Reframing Clinical Workplace Learning Using the Theory of Distributed Cognition </a><br>Christoph Pimmer, Norbert Pachler, DrPhil, and Urs Genewein, MD, MME <br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878886:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Building Learning Communities: Evolution of the Colleges at Vanderbilt University School of Medicine</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>The College Colloquium, an academic and professional development program, builds upon the strengths of the colleges and has transformed them into learning communities.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878887:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Changing the Culture of Academic Medicine: The C-Change Learning Action Network and its Impact at Participating Medical Schools </a><br>Edward Krupat, PhD, Linda Pololi, MD, Eugene R. Schnell, PhD, and David E. Kern, MD, MPH<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878888:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Building Diversity in a Complex Academic Health Center</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>RESEARCH REPORTS</span></strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><br><a href="http://echo4.bluehornet.com/ct/22878889:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Toward Graduate Medical Education (GME) Accountability: Measuring the Outcomes of GME Institutions</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878890:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">A Quantitative Experimental Paradigm to Optimize Construction of Rank Order Lists in the National Resident Matching Program: The ROSS-MOORE Approach</a><br>David A. Ross, MD, PhD, and Edward Z. Moore, PhD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878891:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Institutions with Accredited Residencies in New York State with an Interest in Developing New Residencies or Expanding Existing Ones </a> <br>Norman H. Edelman, MD, Raymond L. Goldsteen, DrPH, Karen Goldsteen, PhD, Shamuel Yagudayev, MPH, Fabio Lima, MPH, and Laura Chiu, MPH<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878892:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">No Time for Teaching? Inpatient Attending Physicians’ Workload and Teaching Before and After the Implementation of the 2003 Duty Hours Regulations </a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878893:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Racial and Ethnic Minority Medical Students’ Perceptions of and Interest in Careers in Academic Medicine</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878894:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">The Experience of Minority Faculty Who Are Underrepresented in Medicine, at 26 Representative U.S. Medical Schools </a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878895:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Anatomy and Histology as Socially Networked Learning Environments: Some Preliminary Findings</a><br>Frederic W. Hafferty, PhD, Brian Castellani, PhD, Philip K. Hafferty, MA, and Wojciech Pawlina, MD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878896:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Frequency and Determinants of Residents’ Narrative Feedback on the Teaching Performance of Faculty: Narratives in Numbers</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>Residents provided narrative feedback that paralleled and elaborated on quantitative evaluations they provided; therefore, faculty would be wise to attend to narrative feedback.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878897:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Doctoral Programs to Train Future Leaders in Clinical and Translational Science</a><br>Galen E. Switzer, PhD, Georgeanna F.W.B. Robinson, EdD, Doris M. Rubio, PhD, Nicole R. Fowler, PhD, and Wishwa N. Kapoor, MD, MPH<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878898:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">A Shortened Version of the Clinical Research Appraisal Inventory: CRAI-12</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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. </span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878899:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">A Medical School’s Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire </a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878900:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians</a><br>John M. Harris Jr., MD, MBA, and Huaping Sun, PhD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878901:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Evaluating Oral Case Presentations Using a Checklist: How Do Senior Student-Evaluators Compare With Faculty? </a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878902:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Evolution of Faculty Affairs and Faculty Development Offices in U.S. Medical Schools: A 10-Year Follow-up Survey</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>REVIEWS</span></strong><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'> <br><a href="http://echo4.bluehornet.com/ct/22878903:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Social Media Use by Health Care Professionals and Trainees: A Scoping Review</a><br>Michele P. Hamm, PhD, Annabritt Chisholm, Jocelyn Shulhan, Andrea Milne, MLIS, Shannon D. Scott, PhD, Terry P. Klassen, MD, MSc, and Lisa Hartling, PhD<br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878904:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r">Doctors’ Perceptions and Use of Evidence-Based Medicine: A Systematic Review and Thematic Synthesis of Qualitative Studies</a><br>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<br><em><span style='font-family:"Arial","sans-serif"'>In a systematic review of qualitative studies, the authors investigated barriers and facilitators for doctors’ use of EBM.</span></em><o:p></o:p></span></p><div class=MsoNormal align=center style='text-align:center'><hr size=2 width="100%" noshade style='color:#DBDBDB' align=center></div><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'><a href="http://echo4.bluehornet.com/ct/22878905:23611173259:m:1:1612447464:1AA0FD1A23E4CA8FE1643809D39FC0DF:r"><b><span style='color:#003C7B'>Academic Medicine for the iPad®</span></b></a><o:p></o:p></span></p><p><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>The same high quality publication that is so critical to your research, teaching, and practice is now available on the iPad. <em><span style='font-family:"Arial","sans-serif"'>Academic Medicine's</span></em> dynamic app optimizes the best in digital technology to create a print-like reading experience with article-sharing features, multimedia links, and more. 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