By Jennifer Kesselheim, MD, MEd & Ayres Heller, MEd
One of the most exciting developments in medical education happened last summer when the Institute of Medicine (IOM) released a new report, “Graduate Medical Education That Meets the Nation’s Health Needs.” The report was requested in 2012 by the Josiah Macy Jr. Foundation and supported by 11 other private foundations as well as 11 United States Senators. The Report Brief outlines the IOM’s intriguing conclusions about the governance and financing of Graduate Medical Education (GME). The recommendations highlight the immense need for innovation in the way Graduate Medical Education is structured, distributed, designed, and implemented. The report suggests that a portion of the Medicare GME fund be designated as a “Transformation Fund,” intended to finance innovation and experimentation in GME.
Continue reading Responding to the Need for Innovation in GME
By Andrea Berry and Monica Bailey
About a year ago, the Faculty Development Office at the University of Central Florida (UCF) ventured into the realm of social media to see what opportunities there were for medical education and faculty development. Along with starting a departmental Twitter account (@Comfacdev), the team also conducted a literature review on social media uses in medical education in order to develop a best practices workshop for Faculty. Continue reading How Do You Social? Medical Students Wanted for UCF Study
By Roheet Kakaday
As a premed student in college, I was perpetually haunted by the specter of a perfect medical school application. What did it look like? Which activities did it include? How high were its scores? Searching for information from a variety of sources, it seemed that the perfect application consisted of a 4.0 GPA, an MCAT score of at least 38, extracurricular activities that include at least a couple of leadership positions, honors, awards, and more.
Why? Because it fits the archetype of the perfect premed: a student who enjoys the opportunity to pick the medical school he or she wishes to attend. Continue reading Lean On: The “Social Admissions” Advantage for Medical School
By Sarah Sonies
Among New York State counties, the Bronx has some of the poorest health outcomes. National data show that the Bronx lags behind in areas such as childhood obesity, pediatric asthma, and overall pediatric health.
The commonality of these conditions and high rates of hospital readmissions led resident physicians of the Service Employees International Union (SEIU) Committee of Interns and Residents (CIR) to create the Healthy Bronx Initiative in order to address the underlying causes of pediatric obesity and pediatric asthma, two of the major public health concerns in the Bronx. Continue reading Resident Physicians Serve as Educators in Bronx Community Outreach Program
The Wing of Zock staff recently sat down with Meg Keeley, MD, Assistant Dean for Student Affairs at the University of Virginia School of Medicine, to discuss learning communities and the beneficial role they can play for medical school students.
Learning communities have existed for many years at colleges and universities, but are a relatively new phenomenon in medical schools. By dividing larger classes into more intimate groups, as well as adding supports, these communities help students make meaningful connections with faculty and peers, and improve the quality of the learning experience.
There are a variety of learning community models, including curricular, wellness, and advising. Many medical schools are moving toward a hybrid model that combines clinical learning, advising, and social components (think of the Hogwarts Houses in the Harry Potter series).
In this video blog post, Dr. Keeley shares her views on how learning communities can be integrated into the changing world of academic medicine and tells us about the Learning Communities Institute (LCI), a professional group supporting all of the different learning communities at med schools across the United States.
To learn more about learning communities and the work of the LCI, please visit them on Facebook here.
By Sarah Sonies
Pilots-in-training don’t have immediate access to the cockpit of a Boeing 757. They are first placed in a simulator, navigating through bad weather, mechanical failures, and other adverse conditions to gain experience handling possible crises in a safe environment.
A recent study from Montefiore Medical Center published October 15 in Archives of Otolaryngology-Head & Neck Surgery entitled, “Criterion-Based (Proficiency) Training to Improve Surgical Performance,” finds a great analogy between pilot training and surgery simulations for medical students. Continue reading Montefiore Medical Center Study Shows Strength of Simulation Training
By Nikita Joshi, MD
Originally posted Friday, Jan. 4 2013 on Academic Life in Emergency Medicine
“The worst thing about busy shifts is that I never learn anything.”
My junior resident and I were contemplating the many difficulties of residency, especially when working at a busy urban ED where patients are plenty, but teaching during shifts may be harder to come by. We discussed the importance of coming up with at least one learning point or clinical question during each shift, and making a point of following through and reading up on it after. (That shift we both learned about fat emboli s/p extremity fracture.) Continue reading New Years Resolution: More teachable moments please
Welcome to the inaugural edition of Chart Review, our new monthly feature where the editors at Wing of Zock highlight our favorite blog posts from the previous month. We focus on blogs about academic medicine, whether from the perspective of student, resident, faculty member, dean, or hospital CEO. Medical schools and teaching hospitals provide fertile ground for innovative responses to health care challenges. We are pleased to highlight some of the best here, and hope you will send us your favorites as well. Continue reading Chart Review: A New Carnival for Academic Medicine Blogs