Family medicine
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Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. ⋯ The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.
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Representation of women in medicine is increasing, including in academic family medicine. Despite this, women continue to hold a minority of senior faculty and leadership roles. This study examines the trends of women first and senior authorship between 2002 and 2017 in five family medicine journals: Family Medicine, Journal of Family Practice, Journal of the American Board of Family Medicine, Annals of Family Medicine, and American Family Physician. The study also examines gender congruence between first and senior authors and women's membership on editorial boards. ⋯ While there was a statistically significant increase in women first authors between 2002 and 2017, there is still a gap between women's authorship and editorial board representation and their representation within academic family medicine. These gaps could help to explain the continued lack of women represented within senior faculty positions.
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Health professionals may face sexual harassment from patients, faculty, and colleagues. Medicine's hierarchy deters response to sexual harassment. Current evidence consists largely of quantitative data regarding the frequency and types of sexual harassment. More information is needed about the nature of the experience and how or why professionals choose to report or respond. ⋯ It is important to capitalize on facilitators to reporting sexual harassment, starting with acknowledging the frequency of sexual harassment and gender discrimination. Addressing barriers to responding through education and training for our learners and faculty is critical. Clarifying the reporting process, having clear expectations for behavior, and a continuum of responses may help increase the frequency of reporting.