0
This Week in JAMA |

This Week in JAMA FREE

JAMA. 2006;296(9):1029. doi:10.1001/jama.296.9.1029.
Text Size: A A A
Published online

MEDICAL EDUCATION

A JAMA THEME ISSUE
Edited by Robert M. Golub, MD

WORK HOURS COMPLIANCE AND TRAINING RISKS

Two articles in this issue report national data on work hours among interns. First, Ayas and colleaguesArticle assessed the relationship between extended work duration and rates of percutaneous injuries. They found that extended work duration and night work were associated with an increased risk of percutaneous injuries. Second, Landrigan and colleaguesArticle report that during the first year of implementation of the Accreditation Council for Graduation Medical Education (ACGME) duty-hour standards, interns reported that noncompliance with the standards was common. In a commentary, Leach and PhilibertArticle discuss ACGME duty-hour reforms and effects on quality of graduate medical education.

PERCEIVED ERRORS, RESIDENT DISTRESS, AND EMPATHY

Among internal medicine residents participating in a longitudinal study by West and colleagues, 34% of residents reported self-perceived medical errors that were associated with significant reductions in quality of life, decreased empathy, and increased symptoms of depression.

PROGRAM TO INCREASE DIVERSITY IN MEDICINE

In a retrospective cohort study, Grumbach and ChenArticle assessed whether a postbaccalaureate premedical program that targets underrepresented minority and disadvantaged students improves medical school matriculation rates. Comparing program participants with nonparticipants and controlling for grade-point average, demographic characteristics, and Medical College Admissions Test score, the authors found that participants had a better chance of matriculation. In an editorial, Cohen and SteineckeArticle discuss strategies to build a diverse physician workforce.

IMPROVING REPORTS OF ADVERSE DRUG REACTIONS

Figueiras and colleagues report results of a cluster-randomized controlled trial to evaluate an intervention to improve reporting of adverse drug reactions (ADRs) among physicians in Portugal. They found that the intervention was associated with an increased rate of ADR reports vs baseline rates and vs control group physicians not receiving the intervention.

MENTORING AND CAREER DEVELOPMENT

Having a mentor is purported to influence personal and professional development. Sambunjak and colleagues conducted a systematic review of the literature on mentoring in academic medicine and found that fewer than 50% of medical students and as few as 20% of physicians in some specialties reported having a mentor.

EVALUATING EDUCATION IN EVIDENCE-BASED PRACTICE

In a systematic review of the literature on evidence-based practice (EBP) teaching evaluation instruments, Shaneyfelt and colleagues identified high-quality, objective instruments for evaluating the EBP competence of trainees, determining the effectiveness of EBP curricula, and assessing the clinical performance of some EBP behaviors or patient-level outcomes.

A PIECE OF MY MIND

“I wonder today (and did I wonder at the time? I am not sure) whether any of us, besides the patients, believed that what we were doing was helpful.” From “Swan's Way.”

CLINICIAN'S CORNER

A systematic literature reviewArticle suggests physicians have limited ability to accurately self-assess their competence. An editorialArticle discusses self-assessment and the public trust.

CURRICULAR CHANGES NEEDED

To effectively apply 21st-century science to patient care, more emphasis on humanistic, legal, and management sciences is needed in the premed and medical curricula.

MEDICAL EDUCATION 2006

An overview from the theme issue editor.

EDUCATIONAL PROGRAM DATA

Information on undergraduateArticle and graduateArticle medical education programs.

JAMA PATIENT PAGE

For your patients: Information about evidence-based medicine.

Tables

References

CME
Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Multimedia

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging & repositioning the boxes below.