Notes

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UPAP maintains both high boards pass rate and top national rankings, (number two ranking in public physician assistant program and number four overall program in the United States).

The UPAP experience demonstrates that intentional diversity efforts are associated with improvement in racial/ethnic diversity and national rankings. Other medical school graduate programs, specifically the medical doctor (MD), public health, and basic science programs can use this model to improve their compositional diversity.
The UPAP experience demonstrates that intentional diversity efforts are associated with improvement in racial/ethnic diversity and national rankings. Other medical school graduate programs, specifically the medical doctor (MD), public health, and basic science programs can use this model to improve their compositional diversity.
Patient identifiers are used in the opening lines of case presentations and written documentation in health care and medical education settings. These identifiers can reflect physicians' implicit biases, which are known to impact patient care. Yet, no clear recommendations for the use of patient identifiers to reduce bias and stigma in patient care and medical education learning environments currently exist. We describe a process and outcomes for articulating such recommendations.

The University of Washington School of Medicine convened a group of diverse stakeholders to create patient identifier recommendations for use in the undergraduate medical education program. After a literature review, 22 recommendations for the use of patient identifiers were articulated. These underwent public comment periods reaching 11,150 potential respondents across our 5-state institution. Feedback from 437 respondents informed modifications to the recommendations. We used consensus methodology with three rounds of surveys o reduce bias and stigma in their medical education programs.
A majority of medical students believe that treating sexual concerns is important for their careers. However, a minority feel that they have received adequate instruction in medical school. This novel supplemental reproductive and sexual health curriculum at a large academic medical center aimed to address this gap and to improve attitudes, comfort, and knowledge about sexual and reproductive health topics among learners.

Students participated in a series of sexual and reproductive health workshops taught by interdisciplinary health care workers, with the first cohort in a classroom setting and the second cohort using a virtual format due to the COVID-19 pandemic. We administered a novel pre- and postcourse survey to assess attitudes, comfort, and knowledge about the topics. We performed unpaired 1-tailed t tests and χ2 tests to compare the scores on the pre- and postcourse surveys.

Sample size was 12 students for the first cohort and 23 students for the second cohort. Reported levels of comfort with taking sexual histories in different age groups and discussing reproductive and sexual health topics increased significantly 0.92 for the classroom setting, and 0.50 for the virtual setting, with an average increase of 0.65 points on a 4-point Likert scale. There were no significant changes in student attitudes toward or knowledge of reproductive and sexual health.

This course elaborated on topics to which medical students traditionally lack adequate exposure, with significant improvement in comfort counseling patients. A disparity between the classroom and virtual setting suggests limitations of online learning for these topics.
This course elaborated on topics to which medical students traditionally lack adequate exposure, with significant improvement in comfort counseling patients. A disparity between the classroom and virtual setting suggests limitations of online learning for these topics.
Active learning, defined as a variety of teaching methods that engage the learner in self-evaluation and personalized learning, is emerging as the new educational standard. This study aimed to evaluate how family medicine clerkship directors are incorporating active learning methods into the clerkship curriculum.

Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about the number and type of teaching faculty in their department, the various teaching methods used in their family medicine clerkship, and what challenges they had faced in implementing active learning methods.

The survey response rate was 64%; 97% of family medicine clerkships use active learning techniques. The most common were online modules, problem-based learning, and hands-on workshops. selleck compound The number of teaching faculty was significantly correlated with hours spent in live (not online) active teaching. One-third of clerksintensive.
Learning to balance the clinical, educational, and scholarly elements of an academic career is challenging for faculty. To increase research output amongst family medicine faculty with limited to no publications, we developed the Collaborative Scholarship Intensive (CSI) to provide participants with intensive instruction in research methodology coupled with structured writing support and protected time for writing.

The CSI was developed by the University of Minnesota Department of Family Medicine and Community Health as a six-session faculty development program that enrolled 23 participants in its first three classes.

Findings reveal that faculty participants significantly improved their pre- to postcourse self-ratings of 12 research competencies, and significantly increased their scholarly output.

Our CSI faculty development program successfully engaged clinical faculty in a collaborative research program. Our results suggest that a program focused on intensive instruction in research methodology coupled with structured writing support and protected writing time may be a model for faculty development in other academic departments.
Our CSI faculty development program successfully engaged clinical faculty in a collaborative research program. Our results suggest that a program focused on intensive instruction in research methodology coupled with structured writing support and protected writing time may be a model for faculty development in other academic departments.
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