It is the Unknown That Matters: Program Directors' Perspectives on Information Gaps in Learner Educational Handovers [0.03%]
Judith L Bowen,Dawn M Cooper,Rachel Wanty Larson et al.
Judith L Bowen et al.
Purpose: The transition to residency is challenging. Educators often believe they could have been greater help if they knew more about trainees before trainee arrival. Thus, many educators have championed use of learner e...
Paging the Algorithm: Applying the Best Available Human Principle to Graduate Medical Education [0.03%]
Daniel B Stamos,Ajay Dharod
Daniel B Stamos
Artificial intelligence (AI) is transforming graduate medical education (GME), yet formal training in its responsible use remains limited. As AI capabilities expand, trainees increasingly adopt these tools informally and without structured ...
Diane B Wayne,Jeffrey H Barsuk,William C McGaghie
Diane B Wayne
Supporting family building during medical school: a student-led, curriculum-aligned parental leave policy model [0.03%]
Jessica Fuzailof,Bonnie Lerman,Zahava Michaelson
Jessica Fuzailof
Amit Somalwar,Emilie Gibbs
Amit Somalwar
Can Objective Structured Clinical Examinations authentically assess clinical reasoning skills? [0.03%]
Nicolas Belhomme,Jean-Benoît Hardouin,Marianne Bourdon et al.
Nicolas Belhomme et al.
Exploring the alignment between medical school outcomes with residency competencies: a modified Delphi study [0.03%]
Sally A Santen,Luan Lawson,Jose A Negrete Manriquez et al.
Sally A Santen et al.
Purpose: Facilitation of competency-based medical education adoption would benefit from alignment between medical school (undergraduate medical education [UME]) and residency (graduate medical education [GME]) assessments...
Reflexive thematic analysis [0.03%]
Keith Wong,Bridget C O&#x;Brien,Michelle Kiger et al.
Keith Wong et al.
This Last Page provides an accessible overview of the definition of reflexive thematic analysis and its phases. It also describes codes, themes, and an example of building themes from codes. ...
Navigating Problems, Phenomena, and Theories: The Abstracting-Contextualizing Model of Mentoring for Theory Use in Medical Education [0.03%]
把握问题、现象和理论：医学教育中指导教师促进理论运用的抽象化—具体化模型
Geoffrey V Stetson,Gregory M Ow,Bridget O&#x;Brien
Geoffrey V Stetson
Purpose: Theory enables medical education scholars to move beyond local problems to understand broader phenomena and build cumulative knowledge. Yet many scholars struggle to use theory in their educational endeavors. Whi...