Notes

Defensive effect of neurotensin receptor-1 agonist PD 149163 in opposition to lipopolysaccharide-induced belly toxic body throughout these animals.
Forty-six percent of respondents noted some previous education on HCC codes, including 75% of senior vs 25% of junior residents. click here Twenty-six residents completed the educational module. Posttest surveys (n=5, response rate 19%) demonstrated median confidence of 7 (IQR 4, 8.5).

Family medicine residents displayed a high degree of knowledge but low confidence with HCC coding. Posteducation surveys suggest the possibility of a positive impact of our e-module, though further intervention roll out and data collection are needed to evaluate this effect.
Family medicine residents displayed a high degree of knowledge but low confidence with HCC coding. Posteducation surveys suggest the possibility of a positive impact of our e-module, though further intervention roll out and data collection are needed to evaluate this effect.
Academic promotion is critical in academic medicine. Traditionally, peer-reviewed journal articles have been at the core of advancement deliberations. With the increasing prominence digital content and social media, an increasing number of academics have begun linking their scholarly value with their online activities. It is unclear whether and how US academic medical institutions have updated their promotion criteria to reflect the changing environment and digital practices of faculty members.

We reviewed publicly available advancement and promotion policies and faculty handbooks of 148 allopathic medical schools in the United States (April 2018 through September 2018), to see if social media was explicitly included in their scholarship criteria.

Of the 148 allopathic institutions only 12 (8.1%) stated that digital and social media products would be factored into the scholarship and/or other domains of the promotion application. There were no associations between acceptability of social media in the tenure process and schools' characteristics.

Digital media use has the potential to distribute scholarship widely. Including digital scholarship in promotion would help destigmatize the use of digital platforms and promote science dissemination to the public. Medical institutions should embrace new models of digital scholarship and lead the way in defining and ensuring quality.
Digital media use has the potential to distribute scholarship widely. Including digital scholarship in promotion would help destigmatize the use of digital platforms and promote science dissemination to the public. Medical institutions should embrace new models of digital scholarship and lead the way in defining and ensuring quality.
Increasing the diversity of family medicine residency programs includes matriculating residents with disabilities. Accrediting agencies and associations provide mandates and recommendations to assist programs with building inclusive policies and practices. The purpose of this study was (1) to assess programs' compliance with Accreditation Council for Graduate Medical Education (ACGME) mandates and alignment with Association of American Medical Colleges (AAMC) best practices; (2) to understand perceptions of sources of accommodation funding; and (3) to document family medicine chairs' primary source of disability-related information.

Data were collected as part of the 2019 Council of Academic Family Medicine Educational Research Alliance Chairs' Survey. Respondents answered questions about disability policy, disability disclosure structure, source of accommodation funding, and source of information regarding disability.

Half (56%) of responding chairs reported maintaining a disability policy in alignmentilities. Results from this study suggest an urgent need to review disability policy and processes within departments to ensure alignment with current guidance on disability inclusion. Department chairs, as institutional leaders, are well positioned to lead this change.
With the emergence of COVID-19, telemedicine use has increased dramatically as clinicians and patients have looked for alternatives to face-to-face care. Prior research has shown high levels of patient satisfaction and comparable quality of care. Video visits have been hypothesized to be one way to reduce burnout among clinicians, but there has been minimal research on physician views of virtual care. We sought to measure family physician experience with video visits at the start of the COVID-19 pandemic.

We identified all faculty and resident physicians at a large academic department of family medicine who had conducted a video visit in the prior month and conducted an anonymous online 12-question survey about their experiences, satisfaction, and barriers with care.

Most eligible physicians responded (102/109, 94%), of whom half (52%) reported this was their first month trying a video visit. There was very high satisfaction (91% very or somewhat satisfied). The majority of respondents felt that video visits were shorter (54%) or took the same amount of time (38%) as in-person visits. There was concern that many physicians had experienced a visit in which they felt video was not the appropriate platform given patient concerns.

This study is among the first to assess physician experience with video visits. As the visits are perceived as shorter, they may offer a unique opportunity to address clinician burnout. There was a high level of satisfaction at our institution despite multiple technical challenges.
This study is among the first to assess physician experience with video visits. As the visits are perceived as shorter, they may offer a unique opportunity to address clinician burnout. There was a high level of satisfaction at our institution despite multiple technical challenges.
Professionalism is essential in medical education, yet how it is embodied through medical students' lived experiences remains elusive. Little research exists on how students perceive professionalism and the barriers they encounter. This study examines attitudes toward professionalism through students' written reflections.

Family medicine clerkship students at Stanford University School of Medicine answered the following prompt "Log a patient encounter in which you experienced a professionalism challenge or improvement opportunity." We collected and analyzed free-text responses for content and themes using a grounded theory approach.

One hundred responses from 106 students generated a total of 168 codes; 13 themes emerged across four domains challenging patients, interpersonal interactions, self-awareness, and health care team dynamics. The three most frequently occurring themes were interacting with emotional patients, managing expectations in the encounter, and navigating the trainee role.

Medical students view professionalism as a balance of forces.
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