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Resources

ACGME Competencies

Patient Care

  • New Innovations
  • ACGME Outcome Project 
  • Responding to the ACGME's Competency Requirements: An Innovative Instrument from the University of Virginia's Neurology Residency, K. Johnston.  Excellenct article found in the December 2003 issue of Academic Medicine (Vol. 78, No. 12).  The residency program at the University of Virginia developed a simple grid-like instrument linking program objectives to the six ACGME general competencies. 
     
  • Core Competencies for Psychiatric Education: Defining, Teaching, & Assessing Resident Competence.  Co-authored by the director and associate director of general psychiatric resident education at Baylor College of Medicine, this practical guide (152 pages, paperback) is ideal for educators incorporating the ACGME core competencies into resident programs.  Cost: $32.50.
     
  • Teaching and Evaluating the ACGME Competencies - Constantine Manthos, MD, Bridgeport Hospital Yale New Haven Health.  Web site contains detailed examples of assessment methods/tools including items you can download.
     
  • Core Competencies for Psychiatric Practice: What Clinicians Need to Know (A Report of the American Board of Psychiatry and Neurology).  Edited by S. C. Scheiber, T. Kramer, S. E. Adamowski.
     
  • Arizona Medical Education Consortium - The University of Arizona Affiliated Teaching Programs "ACGME General Competencies Resources".  Tips for getting started, assessment tools, PowerPoint presentations, global evaluation, audit checklist summary and much more!
     
  • The American College of Surgeons Division of Education Residency Assistant Page.   Great reference site includes articles on duty hours graduate follow-up surveys, and the "SOAP" Approach. 
     
  • Penn State Hershey Medical School: ACGME Core Competencies.  Visit this Web site today!  You will find references to lectures, workshops, PowerPoint presentations, and an entire section on Systems-Based Practice and Practice-Based Learning and Improvement. 
     
  • Tufts Health Care Institute - Located in Boston, Massachusetts, Tufts Health Care Institute is a non-profit educational organization established as a collaborative venture of Tufts University School of Medicine (TUSM) and Tufts Health Plan (THP). The Institute develops and coordinates a variety of educational programs on care management topics for practicing and prospective health care professionals to help these individuals to practice effectively and comfortably in a high quality, cost-effective health care system.  
     
  • Standards of Quality Health Care & Education for Physicians - sponsored by Oregon Health & Science University. Each competency is described with several links to resources, teaching vignettes, examples of assignments being used at OHSU. You will find a link to the Agency for Healthcare Research & Quality (AHRQ) who has a section entitled "Morbidity & Morality Rounds on the Web". These cases are divided into five categories: (1) Medicine; (2) Surgery/Anesthesiology; (3) Ob/Gyn; (4) Peds; and (5) Clinical Ethics.
     
  • University of Maryland Collaborative Program for Primary Care Education: a reference guide to competency-based evaluation for residents.
     
  • ACGME RSVP...Recognize Success Via imPlementation
    RSVP is a showcase for works-in-progress. These projects are examples of activities that may be used to teach and assess the general competencies. The descriptions are provided directly by the program or institution. For further information about any of these projects, please communicate with the institution.
     
  • American Board of Internal Medicine - Portfolio for Internal Medicine Residency Programs-Evaluating Your Residents.
     
  • University of Illinois/Chicago - GME Core Curriculum. 
     
  • G. Green, H. Forman (2006). Residency Training as Technology Matures: A Survey of Radiology Residents' Training Experiences. Academic Radiology, 13; 874-879.
     
  • S. Ganguli, I. Pedrosa, CS. Yam, B. Appignani, B. Siewert, H. Kressel (2006). Preparing 1st Year Radiology Residents and Assessing their Readiness for On-Call Responsibilities, Academic Radiology, 13; 764-769.
     
  • C.S. Yam, J. Kriskal, I. Pedrosa, H. Kressel (2006). Preparing and Assessing 1st Year Radiology Resident On-Call Readiness, Academic Radiology, 13; 770-774.  
     
  • Integrating the Accreditation Council for Graduate Medical Education General Competencies Into Forensic Pathology Fellowship Training -  Nine J. Zumwalt R. American Journal of Forensic Medicine & Pathology. 2005;26(4):334-339.
     
  • Using the Morbidity and Mortality Conference to Teach and Assess the ACGME General Competencies - Rosenfeld JC. Current Surgery, 2005;62(6):664-669.
     
     
  • Six Core Competencies and Seven Deadly Sins: A Virtues-based Approach to the New Guidelines for Graduate Medical Education. Surgery, 138(3):490-497, 2005 Sep.
     
  • ACGME Competencies in Neuropathology Training. B, Crain, S. Alston, l. Bruch, R. Hamilton, R. McLendon, H. Rhodes, T. Tihan, K. Weidenheim.  Journal of Neuropathology & Experimental Neurology, 2005:64(5):273-279.
     
  • ACGME Requirements for Geriatrics Medicine Curricula in Medical Specialties: Progress Made and Progress Needed.  E. Bragg, G. Warshaw.  Academic Medicine, 2005;80(3);279-285. 
     
  • Developing Resources to Teach & Assess the Core Competencies: A Collaborative Approach.  V. Reed, C. Jernstedt, M. Ballow, R. Bush, A. Gewurz, S. McGeady.  Academic Medicine, 2004;79(11):1062-1066.
     
  • Managing the New Mandate in Resident Education: A Blueprint for Translating a National Mandate Into Local Compliance.  A. Lee, K. Carter.  Opthalmology, 2004;111(10):1807-12. 
     
  • Mental Health Services for Residents: More Important Than Ever.  E. Pitt, M. Rosenthal, T. Gay, E. Lewton.  Academic Medicine, 2004;79(9):840-844. 
     
  • An Initiative in Mentoring to Promote Residents' and Faculty Members' Careers. B. Levy, J. Katz, M. Wolf, J. Sillman, R. Handin, V. Dzau.  Academic Medicine, 2004;79(9):845-850. 
     
  • A Novel Program to Increase the Number of Women Patients Seen by Residents in a VA Hospital. S. Haskell, A. Reisman.  Academic Medicine, 2004;79(9):851-854. 
     
  • Integrating the Accrediation Council for Graduate Medical Education Core Competencies Into the Model of the Clinical Practice of Emergency Medicine.  D. Chapman, S. Hayden, A. Sanders, et. al.  Annals of Emergency Medicine, 2004;43:756-769.  
     
  • ACGME Outcomes Project - Selling Our Expertise.  P. Gordon, l. Tomasa, J. Kerwin.  Family Medicine, 2004;36(3):164-167. 
     
  • Hardiness as the Seventh Core Competency for Family Medicine. W. Grant.  Family Medicine, 2004;36(3):168-169.
     
  • Assessing Resident Competency in An Outpatient Setting.  A. Wendling.  Family Medicine, 2004;36(3):178-184.   
     
  • The Implications of Core Competencies for Psychiatric Education and Practice in the US.  S. Scheiber, T. Kramer, S. Adamowski. The Canadian Journal of Psychiatry, May 2003;48(4):215-221.
     
  • The ACGME Mandate: The 24/80 Approach to Pediatric Gastroenterology Training: The Mandate on Duty Hours.  Y. Finkel.  Journal of Gastroenterology and Nutrition, 2004;37:405-406. 
     

 Medical Knowledge

  • Learning Management Systems: Technology to Measure the Medical Knowledge Competency of the ACGME.  C. Johnson, L. Hurtubise, J. Castrop, J. French, J. Groner, M. Ladinsky, D. McLaughlin, L. Plachta, J. Mahan. Medical Education, 2004;38(6):599-608.
     
  • The Residents' Teaching Skills
    Resident physicians serve as important teachers for peers and junior learners. Through the AAMC's GME Section, multidisciplinary faculty across the country are collaborating to develop this Web site as an online resource for resident teachers.
     

Systems-based Practice

  • A Case-Based Curriculum in Systems-Based Practice Using Advanced Clinic Access Principles: A Systems-Based Curriculum. Veteran's Health Adminitration - Office of Academic Affiliations.  Case studies completed in a familiar format, use evidence-based medicine as a framework to elucidate the relationship between understanding and practicing Advanced Clinic Access. The materials also provide a framework for instruction, documenting, and obtaining competency in the Systems Based Practice Core Competency in Internal Medicine residency training.
     
  • Addressing the Systems-based Practice Core Competency: A Simulation-based Curriculum. Wang EE. Vozenilek JA. Academic Emergency Medicine, 2005;12(12):1191-1194.
     
  • The Creation and Evaluation of a Systems-based Practice/Managed Care Curriculum In A Primary Care Internal Medicine Residency Program.  Mount Sinai Journal of Medicine, 2005;72(9):296-299.
     
  • The Outcomes Card.  Development of a Systems-Based Practice Educational Tool.  A. Tomolo, A. Caron, M. Perez, T. Fultz, D. Aron.  Journal of General Internal Medicine, 2005; 20(8):769-771.
     
  • The Clinical Health Economics System Simulation (CHESS): A Teaching Tool For Systems-and Practice-Based Learning.  J. Voss, M. Nadkami, J. Shectman.  Academic Medicine, 2005;80(2):129-134. 
     
  • Teaching Systems-Based Practice to Residents By Using Independent Study Projects.  E. Allen, J. Zerzan, C. Choo. D. Sherson, S. Saha.  Academic Medicine, 2005;80(2):125-128.
     
  • Using Systems-based Practice To Integrate Education and Clinical Services.  J. Dickey, D Girard, M. Geheb, C.Cassel.  Medical Teacher, 2004; 26(5):428-34. 
     
  • An Evaluation of Emergency Medicine Resident Interaction Time With Faculty in Different Teaching Venues.  C. Chisholm, L. Whenmouth, E. Daly, W. Cordell, B. Giles, E. Brizendine.  Academic Emergency Medicine, 2004;11:149-155.
     
  • A Systems-Based Practice Curriculum.  A. Amin, L. Rucker.  Medical Education, 2004;38(5):568-569.
     
  • Putting Systems-based Pracitce in the Medical School Curriculum.  C. Kilgore.  Medicine & Health, 2004, 54(4, Supplement):1-4.
     
  • A Curriculum in Systems-Based Care: Experiential Learning Changes in Student Knowledge and Attitudes.  M. O'Connell, M. Rivo, A. Mechaber, B. Weiss.  Family Medicine (January supplement), 2004;3(6):S98-S104
     
  • Systems-Based Practice: The Sixth Core Competency.  P. L. Dyne , R.W. Strauss,  S. Rinnert.  Academic Emergency Medicine, 2002;9(11):1270-1277. 
     
  • Assessing the ACGME General Competencies: General Considerations and Assessment Methods.  S. Swing, PhD.  Academic Emergency Medicine, 2002;9(11):1278-1288.  
     

Practice-based Learning and Improvement

  • Assessing Practice-Based Learning and Improvement.  D. Lynch, S. Swing, S. Horowitz, K. Holt, J. Messer.  Teaching and Learning in Medicine, 2004; 16(1):85-92. 
     
  • Teaching and Assessing Resident Competence in Practice-Based Learning and Improvement.  G. Ogri L. Headrick, L. Morrison, T. Foster. Journal of General Internal Medicine, 2004;19(5):496-500. 
     
  • The "Mirror" and "The Village": a New Method for Teaching Practice-Based Learning and Improvement and Systems-Based Practice. R. Ziegelstein & N. Fiebach.  Academic Medicine, 2004; 79(1):83-88. 
     
  • Practice-Based Learning and Improvement, D. Moore & F. Pennington.  Journal of Continuing Education in Health Professions, 2003;(Supplement 23) S73-80.
     
  • Definitions and Competencies for Practice-based Learning and Improvement.  S. R. Hayden, S. Dufel, R. Shih.  Academic Emergency Medicine, 2002;9(11):1242-1248.  
     

Interpersonal and Communication Skills

  • Bayer Institute
    The Bayer Institute For Health Care Communication's mission is to enhance the quality of health care by improving the communication between clinician and patient through three major activities: education, research, and advocacy.
     
  • Developing & Implementing Universal Guidelines fir Oral Patient Presentation Skills.  H. Green, W. Herschman, L. DeCherrie, J. Greenwald, N. Torres-Finnerty, S. Wahi-Gururay.  Teaching and Learning in Medicine, 2005;17(3);263-268.
     
  • E. Rider, C. Keefer, (2006) Communication Skills Competencies:Definitons and Teaching Toolbox. Medical Education, 40, 624-629.
     
  • J. Nuovo, K. Bertakis, R, Azari (2006). Assessing Residents' Knowledge and Communication Skills Using 4 Different Evaluation Tools.  Medical Education, 40, 630-636.
     
  • Mixed Messages: Residents' Expereinces Learning Cross-Cultural Care.  E. Park, J. Betancourt, M. Kim, A. Maina, D. Blumethal, J. Weissman.  Academic Medicine, 2005;80(9):874-880.
     
  • The Educational Intervention "GRIEV_ING" Improves the Death Notification Skills of Residents. C. Hobgood, D. Harward, K. Newton, W. Davis. Academic Emergency Medicine, 2005;12(4):296-301.
     
  • Teaching Inpatient Communication Skills to Medical Students: An Innovative Strategy.  D. Losh, L. Mauksch, et .al.  Academic Medicine, 2005;80(2):118-124. 
     
  • Teaching Communication in Clinical Clerkships: Models from the Macy Initiative In Health Communications, A. Kalet, M.P. Pugnaire, K. Cole-Kelly, R. Jancik, E. Ferrara, M.D. Schwartz, M. Lipkin, Jr., A. Lazare.  Academic Medicine, 2004;79(6):511-520. 
     
  • Doctors and Patients: Gender Interaction in the Consultation.  G. Zaharias, L. Piterman, M. Liddell.  Academic Medicine, 2004;79(2):148-155. 
     
  • Assessing Competence in Communication and Interpersonal Skills: The Kalamazoo II Report.  F.D. Daniel, G.H. Gordon, G. Whelan, et. al.  Academic Medicine, 2004;79(6):495-507. 
     
  • An Evaluation on Emergency Medicine Resident Interaction Time With Faculty In Different Teaching Venues.  C. Chisolm, B. Giles, E. Brizendine.  Academic Emeregency Medicine, 2004;11(2):149-155. 
     
  • Communication Assessment Using the Common Ground Instrument: Psychometric Properties.  F. Lang, R. McCord, L. Harvill, D. Anderson.  Family Medicine, 2004;36(3):189-198.  
     
  • Assessment of Communication and Interpersonal Skills Competencies.  C. D. Hobgood, R. J. Riviello, N. Jouriles, G. Hamilton.  Academic Emergency Medicine, 2002;9(11):1257-1269. 
     
  • Effect of Communications Training on Medical Student Performance.  M. J. Yedidia, C.C. Gillespie, E. Kachur, M. D. Schwartz, J. Ockene, A.E. Chepaitis, C.W. Snyder, A. Lazare, and M. Lipkin, Jr.  JAMA, 2003;290:1157-1165.
     
  • Twelve Tips to Improve Bedside Training.  S. Ramani.  Medical Teacher, 2003;25(2):112-115. 
     
  • Teaching the Cultural Dimensions of the Patient-Physician Relationship: A Novel Approach Using Didactic Trigger Films.  D. Rabinowitz, M. Melzer-Geva and R. Ber.  Medical Teacher, 2002;24(2):181-185. 
     

Professionalism

  • Professionalism in Medical Education: An Institutional Challenge. Goldstein, E, Maestas, R, Fryer-Edwards, K, Wenrich, M, Oelschlager, A, Baernstein, A, Kimball, Harry R.  Academic Medicine, 2006;81(10):871-876.
     
  • Perceptions of Professionalism In  Medicine: A Qualitative Study. Jha, V, Bekker, H, Duffy, S, Roberts, T. Medical Education, 2006;40:1027-1036.
     
  • American Board of Internal Medicine/Professionalism Project: site includes PowerPoint presentation on professionalism including vignettes and teaching strategies.
     
  • Professionalism: Taking The Next Steps - Richard J. Simons, MD, Professor of Medicine, Acting Vice Dean for Educational Affairs, Penn State Milton S. Hershey Medical Center College of Medicine. One-hour video presentation (NOTE: May take a few moments to download presentation).
     
  • The Mount Sinai Journal of Medicine: special issue on "Issues in Medical Ethics Understanding Professionalism and Its Implications for Medical Education" (Vol. 69, No. 6, November 2002).
     
  • Virtual Mentor - Professionalism
    Seven cases pose challenges common to Internal Medicine residents and fellows.  Topics include:
    • Patient/Physician Relationship
    • Informed Consent
    • Privacy & Confidentiality
    • Medical Student Participation in Patient Care
    • End-of-Life
    • Conflicts of Interest
    • Access to Care
       
  • Viewpoint: Teaching Professionalism: Is Medical Morality A Competency?  Academic Medicine, 2005;80(10):885-891.
     
  • Proto-Professionalism: How Professionalisation Occurs Across the Continuum of Medical Education.  S. Hilton, H. Slotnick.  Medical Education, 2005;39(1):58-65.
     
  • The Positive Role of Professionalism and Ethics Training in Medical Education: A Comparison of Medical Student and Resident Perspectives. L. Weiss Roberts, K. Green Hammond, C. Geppert, T. Warner.   Academic Psychiatry, 2004;28:170-182.
     
  • Assessment of Resident Professionalism Using High Fidelity Simulation of Ethical Dilemmas.  M. Gisondi, R. Smith-Coggins, P. Harter, R. Soltysek, P. Yarnold.  Academic Emergency Medicine, 2004;11(9):931-937. 
     
  • Decreasing GME Training Stress to Foster Residents' Professionalism.  D. Mareiniss.  Academic Medicine, 2004;79(9):825-831. 
     
  • Toward an Informal Curriculum That Teaches Professionalism.  A. Suchman, P. Williamson, D. Litzelman, R. Frankel, D. Mossbarger, T. Inui and the Relationship-centered Care Initiative Discovery Team.  Journal of General Internal Medicine, 2004; 19(5):501-504.
     
  • Profession: A Working Definition For Medical Educators.  S. Cruess, S. Johnston, R. Cruess.  Teaching and Learning in Medicine, 2004;16(1):74-76.
     
  • Fostering Professionalism In Medical Education: A Call For Improving Assessment and Meaning Incentives.  W. Shrank, V. Reed, C. Jernstedt.  Journal of General Internal Medicine, 2004;19:887-892.
     
  • Assessing Professionalism: A Review Of The Literature.  D. Lynch, P. Surdyk, A. Eiser.  Medical Teacher, 2004;26(4):366-373.  
     
  • Defining and Evaluating Professionalism: A Core Competency For Graduate Emergency Medicine Education.  G. L. Larkin, L. Binder, D. Houry, J. Adams.  Academic Emergency Medicine, 2002;9(11):1249-1256.
     
  • Professionalism.  R. Welling, J. Boberg. Archives of Surgery, 2003;138(3): 262-264.
     
  • Fostering Professionalism: The Loyola Model.  M. Kuczewski, E. Bading, M. Langnein, B. Henry.  Cambridge Quaterly of Healthcare Ethics, 2003;12:161-166. 
     
  • The Other Side Of Professionalism: Doctor-to-Doctor.  J. Connelly.  Cambridge Quaterly of Healthcare Ethics, 2003;12:178-183.
     
  • Where Is The Virtue In Professionalism.  D. Doukas.  Cambridge Quaterly of Healthcare Ethics, 2003;12:147-154. 
     
  • Mapping, Modeling, and Mentoring: Charting A Course For Professionalism in Graduate Medical Education.  G. Larkin.  Cambridge Quaterly of Healthcare Ethics, 2003;12:167-177. 
     
  • There is a broad and growing demand for assessment of the fundamentals of professionalism. The National Board of Medical Examiners (NBME) is investigating its response as an organization with established measurement expertise. Building on recommendations from the invitational conference, the plan is to undertake pilot projects that would focus on behaviors and evaluate assessment approaches independent of the licensing exam sequence. While many of the concepts focus on undergraduate education, many will generalize over the continuum of medical education.
     

MCW Publications

  • Objective Structured Video EXaminations (OSVEs) for Geriatric Education. D. Simpson, R. Helm, T. Drewniak, M. Ziebert, D. Brown, J. Mitchell, N. Havas, K. Denson, S. Gehl, D. Kerwin, D. St. Bragg, S. Denson, M. Gleason Heffron, H. Harsch, E. Duthie.  Gerontology & Geriatrics Education, 2006; 26(4):7-24 (PDF). 
     
  • Introduction: The Extraordinary in an Ordinary Day. L. Roberts. Academic Psychiatry, 2005;29:377. 
     
  • A Day in the Life. C. Chan, MD.  Academic Psychiatry, 2005;29:377. 
     
  • Protecting the Safety of Medical Students and Residents.  J. Coverdale, A. Louie, L. Roberts. Academic Psychiatry, 2005;29:329-331.

  • Active Precepting In The Residency Clinic: A Pilot Study of a New Model.  D. Lillich, K. Mace, M. Goodell, C. Kinnee.  Family Medicine, 2005;37(3):205-210.

  • The 360-Degree Evaluation: Increased Work With Little Return?  J. Weigelt, K. Brasel, D. Bragg, D. Simpson.  Current Surgery, 2004;616-626.

  • Systematic Review: Effects of Resident Work Hours on Patient Safety.  K. Fletcher, S. Davis, W. Underwood, R. Mangrulkar, L. McMahon, S. Saint.  Annals of Internal Medicine, 2004;851-857.

  • The Positive Role of Professionalism & Ethics Training in Medical Education: A Comparison of Medical Student and Residents' Perspective.  L. Roberts, K. Hammond, C. Geppert, T. Wagner.  Academic Psychiatry, 2004;28:170-182.

  • Meeting the Accreditation Council for Graduate Medical Education Competencies Using Established Residency Training Program Assessment Tools.  K. Brasel, D. Bragg, D. Simpson, J. Weigelt.  The American Journal of Surgery, 2004; 188:9-12.

  • Core Competencies in Neurology Resident Education: A Review and Tips for Implementation.  W. Larson-Peltier.  Neurologist. 2004;10(2):97-101.

  • Medical Education Crisis: Not Just an Issue of Work Hours.  J. A. Weigelt. Archives of Surgery, 2003;138:1027-1028.

  • Graduate Medical Education At The Medical College of Wisconsin: New Initiatives To Respond To The Changing Residency Training Environment.  M. Kochar, D. Simpson, D. Brown. Wisconsin Medical Journal, 2003;102(2): 38-42.

 Resources for Program Directors

  •  MCWAH Institutional Policies 
     
  • Work Hours Restrictions as an Ethical Dilemma for Residents: A Descriptive Survey of Violation Types and Frequency.  Carpenter, R, Spooner, J, Arbogast, P, Tarpley, J, Griffin, M, Lomis, K.  Current Surgery, 2006; 63(6):448-455.
     
  • The Surgical Learning and Instructional Portfolio (SLIP) as a Self-Assessment Educational Tool Demonstrating Practice-Based Learning.  Webb, T, Aprahamian, C, Weigelt, J, Brasel, K.  Current Surgery, 2006; 63(6):444-447. 
     
  • Missed Opportunities: A Descriptive Assessment of Teaching and Attitudes Regarding Communication Skills in Surgical Residency.  Hutul, O, Carpenter, R, Tarpley, J, Lomis, K. Current, Surgery, 2006; 63(6):401-409. 
  • General Surgery Morning Report: A Competency-Based Conference that Enhances Patient Care and Resident Education. Stiles, B, Reece, T, Hedrick, T, Garwood, R, Hughes, M, Dubose, J, Adams, R, Schrimer, B, Sanfey, H, Sawyer, R.  Current Surgery, 2006; 63(6):385-390.
     
  • Morbidity and Mortality Conference, Grand Rounds, and the ACGME's Core Competencies. Kravet, S, Howell, E, Wright, S.  Journal of General Internal Medicine, 2006; 21(11):1192-1194.
     
  • Work Hours Restrictions as an Ethical Dilemma for Residents: A Descriptive Survey of Violation Types and Frequency. Current Surgery, 2006; 63(3):448-455.
     
  • The Surgical Learning and Instructional Portfolio (SLIP) as a Self-Assessment Educational Tool Demonstrating Practice-Based Learning.  Current Surgery, 2006; 63(6):444-447.
     
  • Missed Opportunities: A Descriptive Assessment of Teaching and Attitudes Regarding Communication Skills in Surgical Residency.  Current Surgery, 2006;63(3):401-409.
     
  • A Conceptual Model for Program Evaluation in Graduate Medical Education. D. Musick. Academic Medicine, 2006; 81(8):759-765.
     
  • Helping Medical Students to Prepare for Radiology Residency Interviews N. Ertel, R. Gunderman. Academic Radiology, 2006;13:1168-1171.
     
  • Interdepartmental Problem-Solving as a Method for Teaching and Learning Systems-Based Practice. R. Panek, L. Deloney, J. Park, W. Goodwin, S. Klein, E. Ferris. Academic Radiology, 2006;13:1150-1154.
     
  • Development and Implementation of a Health Literacy Training Program for Medical Residents. S. Kripalani, K. Jacobson, S. Brown, K. Manning K. Rask, T. Jacobson. Medical Education Online, 2006;11:13.
     
  • Evaluation of Internal Medicine Residents as Exercise Role Models and Associations With Self-Reported Counseling Behavior, Confidence, and Perceived Success. L. Rogers, B. Gutin, M. Humphries, C. Lemmon, C. Waller, T. Baranowski, R. Saunders. Teaching and Learning in Medicine, 2006;18(3):215-221.
     
  • Assessing the Effect of a Day Float System on Educational Activities  S. Roey. Teaching and Learning in Medicine, 2006;18(1): 28-34.
     
  • Teaching Advanced Interviewing Skills to Residents: A Curriculum for Institutions with Limited Resources. P. Weissmann, MD FACP. Medical Education Online, 2006; 11(3):1-15.
     
  • A Conceptual Model for Program Evaluation in Graduate Medical Education D. Musick, MA, PhD. Academic Medicine, 2006; 81: 759-765.
     
  • Faculty and Staff Teams: A Tool for Unifying the Academic Health Center and Improving Mission Performance. R.Grigsby, D. Kirch. Academic Medicine, 2006; 81: 688-695.
     
  • Challenges to Improving Chronic Disease Care and Training in Residencies. C. Feifer, A. Mora, B. White, B. Barnett. Academic Medicine, 2006; 81:696-701.
     
  • Graduating internal medicine residents' self-assessment and performance of advanced cardiac life support skills. D. Wayne, J. Butter, V. Siddall, M. Fudala, L. Wade, J. Feinglass, W. McGaghie. Medical Teacher, 2006; 28(4):365-36.
     
  • Measuring wellness among resident physicians. S. Keim, M. Mays, J. Williams, J. Serido, R. Harris. Medical Teacher, 2006; 28(4):370-374.
     
  • Evaluation of Internal Medicine Residents as Exercise Role Models and Associations With Self-Reported Counseling Behavior, Confidence, and Perceived Success L. Rogers, B. Gutin, M. Humphries, J. Waller, T. Baranowski, R. Saunders. Teaching and Learning in Medicine, 2006; 18(3):215–221.
     
  • Improvement of Resident Perceptions of Nurse Practitioners After the Introduction of a Collaborative Care Model: A Benefit of Work Hour Reform? L. Bellini, J. Shea. Teaching and Learning in Medicine, 2006; 18(3): 233–236.
     
  • Characteristics, Roles, and Responsibilities of the Designated Institutional Official (DIO) Position in Graduate Medical Education. L. Riesenberg, P. Rosenbaum, S. Stick Academic Medicine, 2006 81: 8-16.
     
  • Implementing Duty-Hour Restrictions Without Diminishing Patient Care Or Education: Can It Be Done? B. Mathis, T. Diers, R. Hornung, M. Ho, G. Rouan. Academic Medicine, 2006; 81(1):68-75. 
     
  • Impact of the 80-hour Work Week On Resident Emergency Operative Experience - M Feanny, B Scott. K Mattox, A Hirshberg.  American Journal of Surgery, 2005;190(6):947-949.

Residents as Educators

 

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