Journal of graduate medical education
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Observational Study
Influence of Clinical Competency Committee Review Process on Summative Resident Assessment Decisions.
Clinical Competency Committees (CCCs) are charged with making summative assessment decisions about residents. ⋯ This study explored the association between characteristics of individual CCC member reviews and their summative assessment decisions about residents. Further study is needed to gain deeper understanding of factors influencing CCC members' summative assessment decisions.
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Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers. ⋯ This peer-coaching, video-based faculty development program was well received, feasible, and effective in changing self-reported teaching attitudes and practices.
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Disclosure of medical errors is important to patients and physicians, but formal disclosure training during the graduate medical education curriculum is limited. ⋯ This SP assessment of error disclosure by first-year residents from multiple specialties was feasible and acceptable. It revealed areas of improvement as well as considerable variation in communication skills and professionalism among residents.
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Interview experiences and postinterview communication during the residency match process can cause distress for applicants, and deserve further study. ⋯ Applicants to several residency programs reported being asked questions that violate the NRMP Code of Conduct. The majority of applicants would prefer postinterview communication to be more regulated and less prevalent.
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Residents may be commonly involved with medical errors and need faculty support when disclosing these to patients. ⋯ Residents are willing participants in the error disclosure process and have specific preferences for faculty involvement and support. These findings can inform faculty development to ensure appropriate support and supervision for residents when disclosing errors to patients.