Karyn Baum

Background: Patient safety and optimal resource allocation are essential during the COVID-19 pandemic. We present a COVID-19 prognostic algorithm implemented in real-time as a clinical decision support structure for symptomatic persons under investigation (PUI) for COVID-19 in the emergency department (ED).Methods: The training data included 1,469 patients who tested positive for SARS-CoV-2 within 14 days of acute care. The validation was done using a retrospective set of 414 SARS-CoV-2 positive patients and a PUI set of 13,271 patients who had symptomatic SARS-CoV-2 test during acute care visit. We performed a real-time model assessment on 2,174 patients with an ED visit and symptomatic test or COVID-19 positive result. The logistic regression prognostic model used demographics, comorbidities, home medications, and vital signs factors. The COVID-19 severity outcome comprised a composite of intensive care unit (ICU) admission, invasive mechanical ventilation (ventilator) use, and mo...

Objective Ensuring an efficient response to COVID-19 requires a degree of inter-system coordination and capacity management coupled with an accurate assessment of hospital utilization including length of stay (LOS). We aimed to establish optimal practices in inter-system data sharing and LOS modeling to support patient care and regional hospital operations. Materials and Methods We completed a retrospective observational study of patients admitted with COVID-19 followed by 12-week prospective validation, involving 36 hospitals covering the upper Midwest. We developed a method for sharing de-identified patient data across systems for analysis. From this, we compared 3 approaches, generalized linear model (GLM) and random forest (RF), and aggregated system level averages to identify features associated with LOS. We compared model performance by area under the ROC curve (AUROC). Results A total of 2068 patients were included and used for model derivation and 597 patients for validation...

Objective To prospectively evaluate a logistic regression-based machine learning (ML) prognostic algorithm implemented in real-time as a clinical decision support (CDS) system for symptomatic persons under investigation (PUI) for Coronavirus disease 2019 (COVID-19) in the emergency department (ED). Methods We developed in a 12-hospital system a model using training and validation followed by a real-time assessment. The LASSO guided feature selection included demographics, comorbidities, home medications, vital signs. We constructed a logistic regression-based ML algorithm to predict “severe” COVID-19, defined as patients requiring intensive care unit (ICU) admission, invasive mechanical ventilation, or died in or out-of-hospital. Training data included 1,469 adult patients who tested positive for Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) within 14 days of acute care. We performed: 1) temporal validation in 414 SARS-CoV-2 positive patients, 2) validation in a PUI s...

OddO. Aalen Ali Abbasi Moustafa Abdalla Salah-Eldin Abdelmoneim Mansoor Abdulla Peter Abel Scott Aberegg Alison Abraham Devin Abrahami Darryl Abrams Alison Abritis Maureen Achebe Gareth Ackland Selcuk Adabag Devina Adalja Jacob Adams Jo Adams Blythe Adamson Daniel Adelman Anuoluwapo Adelodun Florence Adeyemo Nicole Adler Lindsay Admon Luis Adorno Gaurav Agarwal Anivita Aggarwal Thomas Agoritsas WilliamAgras N.K. Agrawal Ritwick Agrawal Maria Aguilar Maria T. Aguilar Sangeeta Ahluwalia Faraz Ahmad Syed Uzair Ahmad Taha Ahmad Jibran Ahmed Sofia Ahmed Allison Aiello Abigail Aiken Rocky Aikens Aelia Akbar Matthew Akiyama Hamid Alai Ziyad Al-Aly Graciela Alarcon Mark Albanese Anthony Alberg Daniel Albert Stewart Albert Yasser Albogami Ted Alcorn Jerusa Alecrim-Andrade Kevin Alexander Melissa Alexander Hasan Al-Farhan Cesar Alfonso Juzer Ali Asgar Shabbir Alibhai Marco Alifano Abdullah Alismail Ali Alkan David Allan Richard Allman Yesim Alpay Teeb Al-Samarrai Mohammed Al-Sofiani W. Kemper...

Current models of health care quality improvement do not explicitly describe the role of health professions education. The authors propose the Exemplary Care and Learning Site (ECLS) model as an approach to achieving continual improvement in care and learning in the clinical setting. From 2008-2012, an iterative, interactive process was used to develop the ECLS model and its core elements-patients and families informing process changes; trainees engaging both in care and the improvement of care; leaders knowing, valuing, and practicing improvement; data transforming into useful information; and health professionals competently engaging both in care improvement and teaching about care improvement. In 2012-2013, a three-part feasibility test of the model, including a site self-assessment, an independent review of each site's ratings, and implementation case stories, was conducted at six clinical teaching sites (in the United States and Sweden). Site leaders reported the ECLS model...

The strength of Annals of Internal Medicine depends in large measure on the ability and effort of many hundreds of reviewers. Below, we list the consultants who reviewed for Annals between 1 November 2002 and 31 October 2003. They have provided a servicefor the editors of Annals, to be surebut also for authors, readers, and the medical community as a whole. Peter H. Abbrecht Stephanie Abbuhl Judith A. Aberg Darrell R. Abernethy Carlos Abraira Charles S. Abrams Herbert K. Abrams J. Gary Abuelo James L. Achord Ronald T. Ackermann Mark Adelman N. F. Adkinson Jr Patricia Agatista Frank V. Aguirre Ali Ahmed Dennis Ahnen Jaffer A. Ajani Sana Al-Khatib Muhyi Al-Sarraf Graciela S. Alarcon Valiere Alcena Michael H. Alderman Louis M. Aledort Charles M. Alexander Daniel Alford Patrick Alguire Carmen Allegra Jeffrey R. Allen Scott Allen Susan Allen David B. Allison Richard L. Allman Elaine J. Alpert Miriam J. Alter Diane L. Altkorn Barbara M. Alving Ezra A. Amsterdam Allen Anderson David R. Anderson Philip A. Anderson Ruric C. Anderson Reubin Andres Jack E. Ansell Selim Arcasoy Thomas A. Arcury Ronald A. Arky Paul W. Armstrong Robert Arnold Scott Arnold Julia H. Arnsten David C. Aron Janet B. Arrowsmith-Lowe Michael S. Ascher Arlene Ash David Atkins Steven J. Atlas Andrew Auerbach Mark J. Ault Andrew L. Avins Lloyd Axelrod Peter Axelrod Richard Bach Paul S. Bachorik Larry M. Baddour Robert G. Badgett Juan N. Badimon Robert C. Bahler James E. Bailey John Baillie William B. Baine C. Noel Bairey-Merz George L. Bakris Lodovico Balducci John A. Balint Ethan Balk Eric M. Ball Rachel Ballard-Barbash James E. Balow Thomas A. Balsbaugh Arthur Bankhurst James P. Barassi Robert L. Barbieri Alan G. Barbour Philip S. Barie Judith C. Barker Janice Barnhart John A. Baron Charles C. Barr Michael J. Barry Werner Barth Mary B. Barton Phoebe L. Barton Uriel S. Barzel Lori A. Bastian Holly A. Batal Carol K. Bates David W. Bates Eric Bates Shannon Bates Frances R. Batzer Brent A. Bauer Douglas C. Bauer Kenneth A. Bauer Karyn Baum Mona Baumgarten Mary Catherine Beach Gildon N. Beall John C. Beck Leif Beck Charles E. Becker Howard B. Beckman Benjamin Befeler Claudia Beghe David S. Bell Catherine Belling A. Barry Belman Adam N. Bender Bradley Bender Thomas G. Benedek Charles L. Bennett Joel Bennett Richard Bennett Gordon D. Benson Merrill D. Benson Alfred Berg Marc L. Berger Steven L. Berk Nancy Berkman Samuel A. Berkman Mike Berkwits Jesse A. Berlin Michelle Berlin Murray Bern James Bernene Jeffrey S. Berns Elmer Bernstam Steven Bernstein Lisa A. Bero Leonard Berry Zail S. Berry Emmanuel C. Besa David Bessman Patricia Best William R. Best Joseph Beyene Rebecca J. Beyth Italo Biaggioni Jesus Bianco Lee Biblo Arlene S. Bierman Philip Bierman Judy Bigby Diane E. Bild Henny Billett Eula Bingham David Birnbaum John Bisognano Bruce R. Bistrian Marvin J. Bittner Vera Bittner George L. Blackburn Craige Blackmore Donald C. Blair Steven N. Blair Heidi Blanck Thomas P. Bleck Andres T. Blei Michael Bliziotes Susan Dale Block E. Richard Blonsky Bernard S. Bloom Joseph R. Bloomer John W. Blotzer Conrad B. Blum Manfred Blum David Blumenthal Jeremy H. Boal Monty M. Bodenheimer Henry C. Bodenheimer Jr John Boehmer Sidney T. Bogardus Alfred J. Bollet Chester Boltwood Brian Bolwell John S. Bomalaski Herbert Bonkovsky Daniel J. Booser Michael Bornemann David M. Bott Harisios Boudoulas Chad Boult William R. Bowie James E. Bowman Marjorie Bowman John M. Boyce Cynthia Boyd Norman F. Boyd Thomas D. Boyer Edward J. Boyko Diane K. Boyle Eugene M. Bozymski James P. Bracikowski Cathy J. Bradley Katharine Bradley Patrick Brady G. Richard Braen William T. Branch Kenneth D. Brandt Barry Bresnihan Alan J. Bridges Louise A. Brinton Clive D. Brock David S. Brody Howard Brody Mary J. Brogan Frances C. Brokaw Robert Brook Robert H. Brook John T. Brooks Carol Brosgart Karen E. Brown Kenneth M. Brown Lin A. Brown Richard B. Brown Robert S. Brown William Brugge Margaret Brunt John D. Brunzell Ronald M. Bukowski John B. Bulger Mark R. Burge Harry B. Burke James Burke Chester R. Burns Helen Burstin John Buse John R. Butterly Joel N. Buxbaum Alfred E. Buxton Aman U. Buzdar James C. Byrd Catherine V. Caldicott James H. Caldwell David A. Calhoun Elizabeth A. Calhoun Robert Califf Christopher Callahan Mark A. Callahan Jeffrey P. Callen Carlos A. Camargo Bruce Camitta R. Keith Campbell John P. Capelli Thomas Cappola Philip Carling Richard W. Carlson Charles C. Carpenter Molly Carr Jeffrey L. Carson James E. Casanova David Casarett Donald O. Castell Robert J. Caswell Bernard Chaitman Donald B. Chalfin Rowland W. Chang Mitchell H. Charap Joseph A. Chazan Melvin D. Cheitlin Arnold Y. Chen Helen L. Chen Wendy Chen Eugene Y. Cheng Neil S. Cherniack Bruce A. Chernof Charles Chesnut Emily Chew Jason W. Chien Keith Chirgwin Joan S. Chmiel Charles H. Chodroff Calvin Chou James Christensen George P. Chrousos Douglas B. Cines David J. Clain Carolyn M. Clancy Chris Clark Jeanne M. Clark Karen…

The strength of Annals of Internal Medicine depends in large measure on the ability and effort of many hundreds of reviewers. Below, we list the consultants who reviewed for Annals between 1 November 2001 and 31 October 2002. They have provided a servicefor the editors of Annals, to be surebut also for authors, readers, and the medical community as a whole. Camille Abboud Stephanie Abbuhl Nabih I. Abdou Judith A. Aberg Darrell R. Abernethy Janis L. Abkowitz Carlos Abraira Charles S. Abrams Donald I. Abrams Elias Abrutyn Arthur B. Abt J. Gary Abuelo James L. Achord Louis J. Acierno Selcuk Adabag Kirkwood F. Adams Daniel C. Adelman Mark Adelman Debbie B. Adey Alex A. Adjei Zalman S. Agus Michael A. Ainsworth Jaffer A. Ajani Muhyi Al-Sarraf Kathy S. Albain Jeanine Albu Valiere Alcena Thomas K. Aldrich Louis M. Aledort Patrick Alguire Carmen Allegra Deborah Allen Scott Allen Richard L. Allman Diane L. Altkorn Leonard C. Altman Barbara M. Alving Michael J. Aminoff Michael D. Ammazzalorso Ezra A. Amsterdam Allen Anderson David R. Anderson Ronnie J. Anderson Ruric C. Anderson Jack E. Ansell Joseph H. Antin Alejandro Aparicio Fred S. Apple Gordon L. Archer Ronald A. Arky Katrina Armstrong Paul M. Arnow David C. Aron George R. Aronoff Adnan Arseven Frances Ashe-Goins Richard H. Aster John P. Atkinson Steven J. Atlas Andrew Auerbach Robert C. Austrian Andrew L. Avins Jerry Avorn J. Carlos Ayus Paul S. Bachorik Bruce R. Bacon Larry M. Baddour Juan N. Badimon Robert C. Bahler John Baillie Alfred L. Baker David W. Baker Kristin R. Baker George L. Bakris Ethan Balk Eric M. Ball Rachel Ballard-Barbash Noel H. Ballentine Kenneth A. Ballew Thomas A. Balsbaugh Eve Bargmann William Barker Jamie S. Barkin H. Verdain Barnes R. Graham Barr Elizabeth Barrett-Connor A. Sidney Barritt Michael J. Barry James C. Barton Uriel S. Barzel Jeffrey R. Basford Lori A. Bastian Holly A. Batal David W. Bates Eric Bates Shannon Bates Daniel C. Batlle Brent A. Bauer Kenneth A. Bauer Karyn Baum Theodore M. Bayless Mary Catherine Beach Gildon N. Beall John C. Beck Charles E. Becker Howard B. Beckman David S. Bell William R. Bell Selim R. Benbadis Adam N. Bender Thomas G. Benedek David A. Bennett Joel Bennett Elie Berbari John Bergan Marc L. Berger Bryan Bergeron Steven L. Berk Nancy Berkman Samuel A. Berkman Mike Berkwits Jesse A. Berlin Daniel Berlowitz Murray Bern James Bernene Seth Mark Berney Jeffrey S. Berns Elmer Bernstam Steven Bernstein Lisa A. Bero Donald Berry Zail S. Berry Richard Besser Alice N. Bessman David Bessman William R. Best Rebecca J. Beyth Saroja Bharati Jesus Bianco Judy Bigby John E. Billi Henry J. Binder Robert Bing-You Gene B. Bishop Alan L. Bisno John Bisognano D. Montgomery Bissell Bruce R. Bistrian Vera Bittner David J. Bjorkman Donald W. Black Edgar R. Black George L. Blackburn Robert S. Blacklow Jerry M. Blaine Steven N. Blair Sidney R. Block Susan Dale Block E. Richard Blonsky Bernard S. Bloom Joseph R. Bloomer Manfred Blum Henry M. Blumberg David Blumenthal Roger Blumenthal Jeremy H. Boal Guenther Boden William Boden Henry C. Bodenheimer Jr. Monty M. Bodenheimer Sidney T. Bogardus Alfred J. Bollet Chester Boltwood John S. Bomalaski Herbert Bonkovsky Michael Bornemann Harisios Boudoulas Dimitrios T. Boumpas James E. Bowman Marjorie Bowman John M. Boyce Thomas D. Boyer Edward J. Boyko Eugene M. Bozymski Samuel Bozzette James P. Bracikowski Newton C. Brackett Jr. Clarence H. Braddock Gregory L. Braden Katharine Bradley Donald W. Brady Patrick Brady Robert L. Braham William T. Branch Suzanne L. Brandenburg Edward N. Brandt Jr. Kenneth D. Brandt Joel B. Braunstein Patrick J. Brennan Alan J. Bridges Irwin Brodsky Michael A. Brodsky Mary J. Brogan Frances C. Brokaw Robert Brook Bengt Brorsson Arthur E. Brown Karen E. Brown Lin A. Brown Robert S. Brown Barbara Bruemmer Bruce H. Brundage Margaret Brunt Richard E. Bryant Robert Bryg David Buchner Vardaman M. Buckalew Jr. Ronald M. Bukowski John B. Bulger H. Franklin Bunn Paul A. Bunn Jr. Georgine S. Burke John P. Burke Deborah L. Burnet Alan Burshell Elsworth Buskirk Henry I. Bussey John R. Butterly Joel N. Buxbaum Timothy Byers John M. Byrne M.E. Cabanela Catherine V. Caldicott James H. Caldwell Elizabeth A. Calhoun David A. Calhoun Robert Califf Jeffrey P. Callen Edward J. Campbell David H. Campen Gay Canaris Joseph Canigliaro Christopher P. Cannon Vincent Canzanello Lisa C. Capaldini Gregory M. Caputo Timothy Carey Robert L. Carithers Jr. Richard W. Carlson Molly Carnes Jose Caro Charles C. Carpenter Molly Carr Olveen Carrasquillo Jeffrey L. Carson Michael P. Carson Ronald A. Carson Robert Carter James E. Casanova David Casarett Eric Cassell Analia Castiglioni James R. Cerhan Bruce Chabner Richard E. Chaisson Richard Champlin Albert W. Chan Evelyn C. Chan Nelson Chao Patricia Charache Mitchell H. Charap Pamela Charney Joseph A. Chazan Valerie A. Cheh Melvin D. Cheitlin Arnold Y. Chen Helen L. Chen Wendy Chen Tsung O. Cheng Rachmel Cherner Neil S. Cherniack Charles…

OBJECTIVES The COVID-19 pandemic stressed hospital operations, requiring rapid innovations to address rise in demand and specialized COVID-19 services while maintaining access to hospital-based care and facilitating expertise. We aimed to describe a novel hospital system approach to managing the COVID-19 pandemic, including multihospital coordination capability and transfer of COVID-19 patients to a single, dedicated hospital. METHODS We included patients who tested positive for SARS-CoV-2 by polymerase chain reaction admitted to a 12-hospital network including a dedicated COVID-19 hospital. Our primary outcome was adherence to local guidelines, including admission risk stratification, anticoagulation, and dexamethasone treatment assessed by differences-in-differences analysis after guideline dissemination. We evaluated outcomes and health care worker satisfaction. Finally, we assessed barriers to safe transfer including transfer across different electronic health record systems. RESULTS During the study, the system admitted a total of 1209 patients. Of these, 56.3% underwent transfer, supported by a physician-led System Operations Center. Patients who were transferred were older (P = 0.001) and had similar risk-adjusted mortality rates. Guideline adherence after dissemination was higher among patients who underwent transfer: admission risk stratification (P < 0.001), anticoagulation (P < 0.001), and dexamethasone administration (P = 0.003). Transfer across electronic health record systems was a perceived barrier to safety and reduced quality. Providers positively viewed our transfer approach. CONCLUSIONS With standardized communication, interhospital transfers can be a safe and effective method of cohorting COVID-19 patients, are well received by health care providers, and have the potential to improve care quality.

The process whereby a physician explains to the ill patient what has gone wrong and what can be done about it can be taught and evaluated by simulated patients (SPIs). This study was designed to determine whether a training experience in educating a diabetic SPI improves subsequent performance with a hypertensive SPI. Competence in educating a hypertensive SPI by students who had no prior training experience (n = 26) was compared to that of an experimental group (n = 20) that had a prior training session. Performance was assessed with a counseling skills scale and a case-specific content checklist (1 = poor to 5 = excellent). Students in the experimental group performed better than controls in both counseling skills (4.46 v 3.86, P < .01) and completeness of coverage of content (3.28 v 2.65, P < .01). Students in both groups focused more on clinical features and treatment than on laboratory testing and follow-up. The ability to counsel "patients" with hypertension ca...

Background With new care models such as the medical home, there is an expanding need for primary care providers to be trained in dermatologic procedures. Yet, many internal medicine residency program graduates feel unprepared to perform these procedures. The aim of this study was to evaluate the effect of a structured peer-assisted learning approach to improve residents' knowledge and skills related to common dermatologic assessment techniques. Methods Eight medicine-dermatology resident educators, with a faculty member, facilitated dermatologic procedure workshops for 28 internal medicine and medicine-pediatrics resident learners. Learners completed preworkshop and postworkshop surveys, assessing their knowledge and skill levels as well as the efficacy of the resident educators and the educational value of the workshop as a whole. Results All learners were able to properly demonstrate the techniques at the workshop's conclusion. The median sum score of self-reported knowled...

Learning about quality improvement (QI) in resident physician training is often relegated to elective or noncore clinical activities. The authors integrated teaching, learning, and doing QI into the routine clinical work of inpatient internal medicine teams at a Veterans Affairs (VA) hospital. This study describes the design factors that facilitated and inhibited the integration of a QI curriculum-including real QI work-into the routine work of inpatient internal medicine teams. A realist evaluation framework used three data sources: field notes from QI faculty; semistructured interviews with resident physicians; and a group interview with QI faculty and staff. From April 2011 to July 2012, resident physician teams at the White River Junction VA Medical Center used the Model for Improvement for their QI work and analyzed data using statistical process control charts. Three domains affected the delivery of the QI curriculum and engagement of residents in QI work: setting, learner, an...

It is common lore in North American teaching hospitals that, come 24 June, everyone needs to pay close attention to what the new house officers (interns) are doing. Nurses, staff physicians and pharmacists all band together to make sure that these fledgling doctors do no harm in their first days and weeks. I still recall my first night on call, and how the ward nurses all gently “suggested” solutions to the patient care issues they were contacting me about. This careful oversight of others’ behaviour is crucial for patient safety. James Reason’s “Swiss cheese model” of accident causation illustrates one paradigm for understanding how errors occur in complex systems.1 The nurses’ vigilance when new interns begin represents one of the crucial safeguards against error he describes. The direct interaction between order provider and receiver during a verbal order allows the receiver to provide feedback and input into patient care in a way that they cannot with a written or computer-generated request. The Joint Commission requires that patient handoffs include …

Despite increased efforts to improve the education of trainees in women's health, little information exists about what women want from their healthcare providers. Existing information from studies focuses on patient care and medical knowledge rather than on all six competencies mandated by the Accreditation Council of Graduate Medical Education (ACGME). To identify what adult female patients want their physicians to know and be able to do in all ACGME competency areas in order to guide development of graduate women's health curricula. We conducted two focus groups with 18 volunteer adult female patients and one focus group with 5 community advocates. Questions addressed all six competency areas. The same female researcher moderated all three sessions. Two researchers analyzed session transcriptions for themes. Female patients and community advocates consistently stressed the need for their physicians to be able to navigate the healthcare system and to be their advocates. They also noted the need for physicians skilled in working with patients from a variety of cultures and for developing and maintaining respectful doctor-patient relationships, including good interpersonal communication. Patients' expectations of physicians extend beyond medical knowledge and patient care into the areas of communication, systems-based practice, and professionalism. Curricular changes in women's health at the postgraduate level should emphasize skills in these competencies, and needs assessment processes would do well to include patient viewpoints in the future.

The challenges facing the health sciences education fields are more evident than ever. Professional health sciences educators have more demands on their time, more knowledge to manage, and ever-dwindling sources of financial support. Change is often necessary to either keep programs viable or meet the changing needs of health education. This article outlines a simple but powerful three-step tool to help educators become successful agents of change. Through the application of principles well known and widely used in business management, readers will understand the concepts behind stakeholder analysis and coalition building. These concepts are part of a powerful tool kit that educators need in order to become effective agents of change in the health sciences environment. Using the example of curriculum change at a school of veterinary medicine, we will outline the three steps involved, from stakeholder identification and analysis to building and managing coalitions for change.

The provision of high-quality, efficient care results from the coordinated, cooperative efforts of multiple technically competent health care providers working in concert over time, spanning disciplinary and professional boundaries. Accordingly, the role of medical education must include the development of providers who are both expert clinicians and expert team members. However, the competencies underlying effective teamwork are only just beginning to be integrated into medical school curricula and residency programs. Therefore, continuing education (CE) is a vital mechanism for practitioners already in the field to develop the attitudes, behaviors (skills), and cognitive knowledge necessary for highly reliable and effective team performance.The present article provides an overview of more than 30 years of evidence regarding team performance and team training in order to guide, shape, and build CE activities that focus on developing team competencies. Recognizing that even the most comprehensive and well-designed team-oriented CE programs will fail unless they are supported by an organizational and professional culture that values collaborative behavior, ten evidence-based lessons for practice are offered in order to facilitate the use of the science of team-training in efforts to foster continuous quality improvement and enhance patient safety.

... Headrick, Linda A. MD, MS; Shalaby, Marc MD; Baum, Karyn D. MD, MSEd; Fitzsimmons, Anne B. MD; Hoffman, Kimberly G. PhD; Höglund, Pär ... This was the second month of my medicine clerkship, my third day on the ECLS, and my first “collaborative huddle.” Yeah, they really ...

The provision of high-quality, efficient care results from the coordinated, cooperative efforts of multiple technically competent health care providers working in concert over time, spanning disciplinary and professional boundaries. Accordingly, the role of medical education must include the development of providers who are both expert clinicians and expert team members. However, the competencies underlying effective teamwork are only just beginning to be integrated into medical school curricula and residency programs. Therefore, continuing education (CE) is a vital mechanism for practitioners already in the field to develop the attitudes, behaviors (skills), and cognitive knowledge necessary for highly reliable and effective team performance.The present article provides an overview of more than 30 years of evidence regarding team performance and team training in order to guide, shape, and build CE activities that focus on developing team competencies. Recognizing that even the most...

Educating physician trainees in the principles of quality improvement (QI) and patient safety (PS) is a national imperative. Few faculty are trained in these disciplines, and few teaching institutions have the resources and infrastructure to develop faculty as instructors of these skills. The authors designed a 3-day, in-person academy to provide medical educators with the knowledge and tools to integrate QI and PS concepts into their training programs. The curriculum provided instruction in quality and safety, curriculum development and assessment, change management, and professional development while fostering peer networking, mentorship, and professional development. This article describes the characteristics, experiences, and needs of a cross-sectional group of faculty interested in acquiring skills to help them succeed as quality and safety educators. It also describes the guiding principles, curriculum blueprint, program evaluation, and lessons learned from this experience which could be applied to future faculty development programs in quality and safety education.

Background: Despite increased efforts to improve the education of trainees in women's health, little information exists about what women want from their healthcare providers. Existing in-formation from studies focuses on patient care and medical knowledge rather than on ...

Abstract. Medical education in the United States of America (USA), and worldwide, is increasingly concentrating on the process and outcome of the educational experience. The first efforts to substan-tially improve medical education in the USA resulted in the Flexner Report in the ...