Guests Luca Petrey and Laura Weingartner, PhD, MS, join hosts Toni Gallo and Research in Medical Education (RIME) Committee members Arianne Teherani, PhD, and Daniele Olveczky, MD, to discuss a new scoping review of the literature on the inclusion of standardized patient characters and actors with diverse gender identities in simulation cases.

A transcript of this episode is available at academicmedicineblog.org.

Read the articles discussed in this episode: 

• Petrey LN, Noonan EJ, Weingartner LA. Gender diverse representation in patient simulation: A scoping review [published online ahead of print August 09, 2022]. Acad Med. doi: 10.1097/ACM.0000000000004926.
• Weingartner L, Noonan EJ, Bohnert C, Potter J, Shaw MA, Holthouser A. Gender-affirming care with transgender and genderqueer patients: A standardized patient case. MedEdPORTAL. 2022;18:11249. 

Read the complete collection of articles included in the 2022 RIME supplement at academicmedicine.org. 

It is more likely emotional overload rather than apathy or insensitivity that prompts these contradictory expressions of emotion. An involuntary attempt to achieve a type of emotional homeostasis.

Sadaf Qureshi, a hematologist/oncologist at Summit Health in Florham Park, New Jersey, reflects on “appropriate” responses to misfortune.

The essay read in this episode was published in the Teaching and Learning Moments column in the October 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

So often, we get caught up in studying and updating the medical chart. When we get to know our patients as human beings, however, we realize that providing care goes beyond triple-checking medication dosages. A human being is the product of every person, every success, and every misfortune he or she has encountered.

Theodora Lananh Swenson, a fourth-year resident physician in the Department of Physical Medicine and Rehabilitation at Vanderbilt University Medical Center in Nashville, Tennessee, reflects on the importance of understanding the social context in which each patient lives.

The essay read in this episode was published in the Teaching and Learning Moments column in the October 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

I was glad that I was too tired to speak at the close of the day, because by listening, I learned a lesson in humility. Madam A’s family was more knowledgeable about her than we were, treating her as a person who had hopes just like the rest of us, despite being bedbound.

Norshima Nashi, a consultant in the Division of Advanced Internal Medicine in the Department of Medicine at the National University Health System in Singapore, reflects on the importance of preserving hope for patients, no matter how serious the situation is.

The essay read in this episode was published in the Teaching and Learning Moments column in the September 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

Guests Addie McClintock, MD, and Joshua Jauregui, MD, join hosts Toni Gallo and Research in Medical Education (RIME) Committee members Andrea Leep, MD, and Paolo Martin, PhD, MS CHPR, MEd, to discuss clinical teachers’ behaviors and how they support or harm students’ sense of psychological safety in the clinical learning environment.

This is the first episode in a 3-part series of discussions with RIME authors about their medical education research and its implications for the field.

Read the article discussed in this episode: 

McClintock AH, Fainstad TL, Jauregui J. Clinician teacher as leader: Creating psychological safety in the clinical learning environment for medical students [published online ahead of print August 9, 2022]. Acad Med. doi: 10.1097/ACM.0000000000004913.

Read the complete collection of articles included in the 2022 RIME supplement at academicmedicine.org.

A transcript of this episode is available at academicmedicineblog.org.

As I progress through my training, I see more clearly how I benefited from my intern year; my comfort with ventilator settings and ability to navigate goals-of-care discussions are a direct result of my pandemic cases. However, when I am asked how my residency has been, I am haunted by the memories of those who can no longer answer.

Michelle I. Suh, a second-year resident in the Department of Emergency Medicine at Baylor College of Medicine in Houston, Texas, reflects on how her intern year was shaped by the COVID-19 pandemic.

The essay read in this episode was published in the Teaching and Learning Moments column in the September 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

Remembering my own medical experiences is an insistent reminder that disease is not mundane, no matter how desensitized we may grow to it.

Tom Fouché, a fourth-year medical student at the University of Chicago Pritzker School of Medicine in Chicago, Illinois, reflects on his dual identities of provider and patient and how not keeping them separated makes him a better physician.

The essay read in this episode was published in the Teaching and Learning Moments column in the August 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

Guests Katherine Hoops, MD, MPH, Andra Blomkalns, MD, MBA, and Allison Augustus-Wallace, PhD, MS, MNS, join host Toni Gallo to talk about firearm safety and injury prevention education. They discuss the role of physicians in engaging patients and communities in firearm injury risk reduction, the current state of firearm injury prevention education, and where the academic medicine community needs to go from here. 

Read the articles discussed in this episode: 

• Hoops K, Fahimi J, Khoeur L, et al. Consensus-driven priorities for firearm injury education among medical professionals. Acad Med. 2022;97:93-104.
• Mueller KL, Blomkalns AL, Ranney ML. Taking aim at the injury prevention curriculum: Educating residents on talking to patients about firearm injury [published online ahead of print April 19, 2022]. Acad Med.

Read the complete collection of articles on firearm injury prevention published in Academic Medicine. 

A transcript of this episode is available at academicmedicineblog.org. 

When faculty members open themselves up to the idea that the work we do in seemingly different realms can actually enhance our practice, we arguably do our greatest service to the development of others’ gardens.

Sarah-Ann Keyes, assistant professor in the School of Health Professions at Baylor College of Medicine in Houston, Texas, reflects on how difficult it can be for faculty members in academic medicine to balance clinical, educational, and scholarly work.

The essay read in this episode was published in the Teaching and Learning Moments column in the August 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.

After this patient encounter, I came to realize that my greatest strength, my finest therapeutic tool, was me—all of me.

Omar Sahak, a first-year fellow in the Division of Child & Adolescent Psychiatry and Child Development in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine in Stanford, California reflects on how sometimes the best way to help a patient is to be vulnerable with them.

The essay read in this episode was published in the Teaching and Learning Moments column in the July 2022 issue of Academic Medicine. Read the essay at academicmedicine.org.