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  • Creating High Speed Connections: Onboarding International Medical Graduates (IMGs) in Virtual and Pandemic Times

    Creating High Speed Connections: Onboarding International Medical Graduates (IMGs) in Virtual and Pandemic Times

    Orienting and onboarding residents in pandemic times has generated some unique challenges. Incoming residents may have never visited the program or even been in the U.S. prior to beginning residency. issues around social isolation and assimilation are more pronounced, due to the need for masking, social distancing and a decreased number of social gatherings. Nearly 40% of Internal medicine incoming residents are IMGs who increasingly have limited access to rotations and US experiences, making the transition more difficult. Recent IMG resident suicides have highlighted additional challenges faced by IMGs during training in the US.

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  • Actionable Approaches to Promote Equity in the Clinical Learning Environment

    Actionable Approaches to Promote Equity in the Clinical Learning Environment

    Despite national efforts to promote diversity, equity and inclusion (DEI) in medical education, there are still widespread inequities related to supervisor or student gender, race and ethnicity in the clinical learning environment (CLE). Despite increased institutional attention to DEI, clerkship educators may not feel adequately prepared to promote equity in their rotation. The clerkship setting differs from the controlled pre-clinical classroom context given multiple competing tensions and priorities with patient care and varying learner levels. In this interactive workshop we will acknowledge these tensions and review the current evidence pertaining to bias in the CLE. Using examples from our own experience and from the medical education literature, we will discuss practical and actionable strategies to promote equity in the CLE. These will include considering DEI in various components of clinical rotations, such as developing an inclusive framework for clinical team introductions, deliberate attention to teaching cases and materials, resources for faculty and resident supervisor development for recognizing implicit bias and addressing microaggressions, continuous quality improvement around CLE metrics, enhancing exposure to diverse mentors, and other evidence-based strategies. Lastly, participants will apply knowledge from the session in group exercises and discuss their next steps to promote equity in their own courses. All participants will leave with tools and resources to disseminate at their own institutions.

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  • Stronger Together: Forming a Women in Medicine Program for Women Trainees

    Stronger Together: Forming a Women in Medicine Program for Women Trainees

    To better support women early in their medical career, the Department of Medicine at the Washington University School of Medicine founded the Forum for Women in Medicine (FWIM) in 2014. Equipping women trainees with skills as they navigate inequities in medicine, FWIM created a supportive space to help them grow and succeed by focusing on: leadership development skills, work-life balance strategies, career planning guidance, opportunities for mentor support and sponsorship, and networking opportunities. This workshop will examine and utilize AAMC Group of Women in Medicine and Science (GWIMS) toolkit best practices on the development of a Women in Medicine and Science (WIMS) organization. Through interactive large and small group discussions, case-based small groups, and examples from our journey building FWIM, the workshop will demonstrate how attendees can start or enhance programs similar to FWIM at their own institutions to better support women trainees across UME and GME.

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  • Resident Physician Conscientious Objection/Opt-Out Requests: Balancing Physician Conscience with Patient-Centered Care

    Resident Physician Conscientious Objection/Opt-Out Requests: Balancing Physician Conscience with Patient-Centered Care

    Graduate medical education prepares residents for independent practice. At the completion of internal medicine residency, learners must have the knowledge, skills, and attitudes to practice general internal medicine. Care must be respectful and responsive to all patients, independent of gender, age, culture, race, religion, or sexual orientation. The American College of Physicians states internists should have "respect for the principle of patient autonomy on matters affecting patients' individual health and reproductive decision-making rights." At the same time, the AMA Code of Medical Ethics states that "preserving opportunity for physicians to act (or to refrain from acting) in accordance with the dictates of conscience in their professional practice is important for preserving the integrity of the medical profession as well as the integrity of the individual physician.

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  • Utilizing a Learner Specific EHR Dashboard to Promote Patient Management  And Digital Health

    Utilizing a Learner Specific EHR Dashboard to Promote Patient Management And Digital Health

    The provision of high quality care demands practice. Educators recognize that to support the deliberate practice of our trainees, they must receive personalized feedback, and develop learning plans. Faculty and learners need access to individualized meaningful clinical information in order to focus trainees' outpatient practice development. Such data, Resident-sensitive Quality Measures (RSQM), are defined as "measures that are meaningful in patient care and are most likely attributable to resident care". GME programs have struggled with using RSQM measures as part of resident assessment. This has been in part related to the challenges of capturing resident specific data.

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  • Beyond Effective Educational Survey Design: Planning Ahead for Data Analysis and Dissemination

    Beyond Effective Educational Survey Design: Planning Ahead for Data Analysis and Dissemination

    Surveys and assessment tools are common in both programmatic evaluation and medical education research. If designed and implemented using best practices they can yield informative, actionable, and potentially publishable results. However, there are a number of important considerations that if not addressed during the survey design process can derail otherwise well-designed surveys.

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  • Balancing on the Tightrope: A Faculty Development Workshop on Balancing Service and Education in the Clinical Environment

    Balancing on the Tightrope: A Faculty Development Workshop on Balancing Service and Education in the Clinical Environment

    This 60-minute faculty development workshop is geared toward clinician educators and faculty developers involved in teaching health professions' students. Using a principled approach based on workplace learning theory, we will provide participants with tools to redesign their teaching practices in clinical environments in a way that will help to balance their service and teaching roles. We will brainstorm best practices for engaging interprofessional partners on the teaching team, integrating practice-based and external skills training and assessment into clinical learning. The overall format of the workshop will use the experiential learning format. It will be interactive using small and large group activities followed by short didactic sessions focusing on core educational concepts.

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  • FY 2023 AAIM Webinar Library

    FY 2023 AAIM Webinar Library

    The Alliance presents key topics in UME and GME as weekly webinars. Led by members and organized in the same content tracks as AAIM conferences, live webinars are available free to charge and open to members and nonmembers alike. Webinar recordings are available for member viewing through the AAIM Digital Learning Center. To access recordings, select the online course; webinars are organized by fiscal year and searchable by content track.

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  • Foundations of Academic Internal Medicine for Education Administrators - Spring 2024

    Foundations of Academic Internal Medicine for Education Administrators - Spring 2024

    Foundations of Academic Internal Medicine for Education Administrators (FAIM-EA) is designed for new administrators of programs in UME (undergraduate medical education) or GME (graduate medical education). It was developed and is being taught by an AAIM committee of experienced administrators. The 12-week course consists of four 2-hour live virtual sessions where you will have the opportunity to interact with leaders in the field of academic medicine. A learning platform will present your weekly assignments and enable asynchronous interaction and networking with fellow students and expert administrators on specific topics each week. Topics include: communicating with your clerkship/program director, understanding and navigating ACGME and LCME guidelines, annual calendar of responsibilities, managing your own well being, and supporting diversity, equity and inclusion efforts at your institution. Considerable time will also be spent discussing the administrators role of coordinating evaluation, recruitment, and support of trainees. The learning platform will provide opportunities for self assessment and enable simple access to resources and your course participation certificate. The format is virtual, blended, and convenient for busy adult learners. By “online blended,” this online program includes both synchronous and asynchronous components. The live format is not about listening to lectures, instead it allows for “social learning” through panels and designed to enable you to learn from each other's experiences, stories and suggestions with such topics as mastering ACGME/LCME guidelines, recruiting techniques, and supporting program participants emotionally. The business of medicine–including the art of staying on budget–is just one of many topics that will be enhanced through weekly readings. Asynchronous required workload will not exceed 2 hours per week.

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  • FY 2024 AAIM Webinar Library

    FY 2024 AAIM Webinar Library

    The Alliance presents key topics in UME and GME as weekly webinars. Led by members and organized in the same content tracks as AAIM conferences, live webinars are available free to charge and open to members and nonmembers alike. Webinar recordings are available for member viewing through the AAIM Digital Learning Center. To access recordings, select the online course; webinars are organized by fiscal year and searchable by content track.

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