journal of graduate medical education

While outcomes data may be preliminary, feasibility (effort, costs) and acceptability (to subjects) must be discussed. Abstract | Full Text | PDF, “Hot Seat” Simulation to Teach Conflict Management Skills to Residents Abstract | Full Text | PDF | Supplementary Material, Reimagining Residency Selection: Part 1—A Practical Guide to Recruitment in the Post-COVID-19 Era, Reimagining Residency Selection: Part 2—A Practical Guide to Interviewing in the Post-COVID-19 Era, Supporting Resident and Health Care Worker Mental Health in a Pandemic: A Multifaceted Approach, Videoconferencing: A Steep Learning Curve for Medical Educators, Fostering Certainty in an Uncertain Era of Virtual Residency Interviews, Graduate Medical Education Virtual Interviews and Recruitment in the Era of COVID-19, The Hidden Curriculum of the COVID-19 Pandemic, From Medical School to Residency: Transitions During the COVID-19 Pandemic, Novel Graduate Medical Education in the Era of a Novel Virus, Internal Medicine Residency Training in the COVID-19 Era—Reflections From Singapore, Creating a COVID-19 Action Plan for GME Programs, Knowing Your Team: Rapid Assessment of Residents and Fellows for Effective Horizontal Care Delivery in Emergency Events, Remote e-Work and Distance Learning for Academic Medicine: Best Practices and Opportunities for the Future, Peabody's Paradox: Balancing Patient Care and Medical Education in a Pandemic, Incoming International Medical Graduates and the COVID-19 Pandemic: More Than Meets the Eye.

The Journal of Graduate Medical Education, its editors and staff, and authors are not responsible or liable for the use of any potentially inaccurate or misleading data, opinion, or information that may be contained in the preprint full-text articles located on the JGME website. Journal of Graduate Medical Education. Aims of the Journal of Graduate Medical Education (JGME) are to: https://www.mededportal.org/diversity-inclusion-and-health-equity, Accreditation Council for Graduate Medical Education. The intervention must have been implemented at least once; longer implementation is preferable. The Journal disseminates scholarship and promotes critical inquiry to inform and engage the graduate medical education community to improve the quality of graduate medical education. Are you interested in a new subscription?Click here. The Journal is editorially independent. Abstract | Full Text | PDF, From Medical School to Residency: Transitions During the COVID-19 Pandemic Abstract | Full Text | PDF, Getting the Evaluation Focus Clear: A Shared Understanding of What Is Being Evaluated Abstract | Full Text | PDF, A Narrative Review of Strategies to Increase Patient Safety Event Reporting by Residents Abstract | Full Text | PDF | Supplementary Material, Are USMLE Scores Valid Measures for Chief Resident Selection? According to SCImago Journal Rank (SJR), this journal is ranked 0.609. The Journal of Graduate Medical Education’s annual call for New Ideas is seeking novel GME interventions or assessments that have been implemented at least once and appear successful in preliminary evaluations. How can we increase the diversity of our GME learning environments?

Are you interested in a new subscription?Click here. Preprint articles will be reviewed and may be modified before final print publication. Association of American Medical Colleges. The Journal disseminates scholarship and promotes critical inquiry to inform and engage the graduate medical education community to improve the quality of graduate medical education. InclusionInclusion is a core element for successfully achieving diversity. Selected papers will be published in the June 2021 issue of JGME. (2017) Necessary Groundwork: Planning a Strong Grounded Theory Study. What If I Told You the COVID-19 Pandemic Is Not Entirely Bad? Online publication date: 13-Apr-2017. They are published at the first stage of production. Why this call? Diversity, Inclusion, and Health Equity Collection. Must be no more than 600 words, including 1 reference. 2018 International Conference on Residency Education Abstracts, Medical Education Scholarship During a Pandemic: Time to Hit the Pause Button, or Full Speed Ahead? Generate new knowledge that enhances graduates' ability to provide high-quality, cost-effective care.

Faculty? Articles from this journal are generally available in PMC after a 12-month delay (embargo); however, the delay may vary at the discretion of the publisher. Preliminary evidence should suggest the intervention is successful. Which interventions are successful in creating more diversity in GME (trainees, faculty)? They are published at the first stage of production. New Ideas must describe an intervention that is novel—not just locally but to GME broadly. New curricula to meet an important deficiency? The overall rank of Journal of graduate medical education is 7928. If you have been looking for a way to turn your everyday work into a publication, but have lacked the time, the New Ideas submission process could not be simpler—all that is needed is a brief abstract (see below for details). 1 … Click here to read more. The Journal of Graduate Medical Education (JGME) focuses on the education of allopathic and osteopathic residents and fellows, including transitions into and out of residency and fellowship, as well as graduate medical education (GME) research and innovation, such as faculty development, curriculum, assessment, and program evaluation. May include 1 reference but should not include a literature review. Papers on this topic will be reviewed preferentially at any time, and considered for publication in the next 12 months. Citation | Full Text | PDF (115 KB) | Track Citations(RSS | Email) Christopher Watling, Sayra Cristancho, Sarah Wright and Lara Varpio. International Conference on Residency Education Abstracts -- current year and archives are available! Online publication date: 15-Feb-2017.

Must be organized into 3 parts: Setting and Problem, Intervention (the “New Idea”), and Outcomes to Date.

What organizational systems are in place to address diversity/equity/inclusion and are members of the organization aware of these systems? Journal of Graduate Medical Education 9:2, 154-156. How have organizations successfully retained their diverse trainees?

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