Family medicine
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Impostor phenomenon (IP) can be described as feelings of inadequacy that exist despite apparent success. Although IP may be related to multiple important outcomes in physicians, it has not been examined among residency program directors (PDs). ⋯ Most PD respondents did not report high levels of IP. Short duration of PD role, lack of programmatic support, and negative self-evaluations were correlated with higher levels of IP. Future research should examine interventions or resources to help those with IP thrive.
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In academic medical centers, scholarship is essential to advancing scientific knowledge, clinical care, and teaching and is a requirement for faculty promotion. Traditional evidence of scholarship, such as publications in peer-reviewed academic journals, remains applicable to the promotions of physician and nonphysician researchers. Often, however, the same evidence does not fit the scholarly work and output of clinician-educators, whose scholarship is often disseminated through digital communications and social media. This difference challenges promotion and tenure committees to evaluate the scholarship of all faculty fairly and consistently. This study aimed to generate a list of the features that a faculty product should demonstrate to be considered scholarship, regardless of how it is disseminated. ⋯ These criteria may help promotion committees more easily and consistently assess the full scope of a faculty member's scholarly work within today's changing approaches to its dissemination.
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Residents-as-teachers (RAT) programs provide opportunities for residents to gain teaching skills. Published studies have assessed RAT programs largely at a single point in time rather than longitudinally. To address this gap, we examined (a) longitudinal trends in RAT participants' interest, comfort, confidence, skill, and familiarity with aspects of clinical teaching; and (b) subsequent involvement in clinical teaching. ⋯ The RAT program appears to be a positive contributing influence on family medicine graduates' perceived preparedness to teach and their involvement in teaching after graduation from residency. A relatively high proportion of residents are involved in teaching in the early years in practice.
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Preceptors in family medicine residencies need feedback to improve. When we found no validated, behavior-based tool to assess the outpatient precepting of family medicine residents, we sought to fill this gap by developing and initially validating the Mayo Outpatient Precepting Evaluation Tool (MOPET). ⋯ The MOPET is a theoretically sound, behavior-based, reliable, and initially validated tool for peer review of outpatient family medicine resident teaching. This tool can support faculty development in outpatient clinical learning environments.