Articles of Interest to Residents and Fellows
Guidance for Resident Authors
O’Brien BC, O’Sullivan PS. Mixed methods in health professions education scholarship. J Grad Med Educ. 2017;9(2):253–254.
Varpio L, Meyer H. A lesson from the qualitative rip out series: let go of expectations for universally applicable “gold standards” for qualitative research. J Grad Med Educ. 2017;9(2):154–156.
Watling C, Cristancho S, Wright S, et al. Necessary groundwork: planning a strong grounded theory study. J Grad Med Educ. 2017;9(1):129–130.
Nimmon L, Paradis E, Schrewe B, et al. Integrating theory into qualitative medical education research. J Grad Med Educ. 2016;8(3):437–438.
Maggio LA, Sewell JL, Artino AR Jr. The literature review: a foundation for high-quality medical education research. J Grad Med Educ. 2016;8(3):297–303.
Paradis E, O’Brien B, Nimmon L, et al. Design: selection of data collection methods. J Grad Med Educ. 2016;8(2):263–264.
Wong BM, Sullivan GM. How to write up your quality improvement initiatives for publication. J Grad Med Educ. 2016;8(2):128–133.
Wright S, O’Brien BC, Nimmon L, et al. Research design considerations. J Grad Med Educ. 2016;8(1):97–98.
Teherani A, Martimianakis T, Stenfors-Hayes T, et al. Choosing a qualitative research approach. J Grad Med Educ. 2015;7(4):669–670.
Lin M, Sherbino J. Creating a virtual journal club: a community of practice using multiple social media strategies. J Grad Med Educ. 2015;7(3):481–482.
Blanchard RD, Nagler A, Artino AR. Harvesting the low-hanging fruit: strategies for submitting educational innovations for publication. J Grad Med Educ. 2015;7(3):318–322.
Sullivan GM. What to do when your paper is rejected. J Grad Med Educ. 2015;7(1):1–3.
Blanchard RD, Artino AR, Visintainer PF. Applying Clinical Research Skills to Conduct Education Research: Important Recommendations for Success. J Grad Med Educ. 2014;6(4):619–622.
Issenberg SB, Scalese RJ. Five tips for a successful submission on simulation-based medical education. J Grad Med Educ. 2014;6(4):623–625.
Sullivan GM, Simpson D, Cook DA, et al. Redefining quality in medical education research: a consumer’s view. J Grad Med Educ. 2014;6(3):424-429.
Clinical Learning Environment
Weidner AKH, Chen FM, Peterson LE. Developing the National Family Medicine Graduate Survey. J Grad Med Educ. 2017;9(5):570–573.
Rice J. On Bullsh*t and Medical Education. J Grad Med Educ. 2017;9(5):574–576.
Saddawi-Konefka D, Baker K, Guarino A, et al. Changing resident physician studying behaviors: a randomized, comparative effectiveness trial of goal-setting versus use of WOOP. J Grad Med Educ. 2017;9(4):451–457.
Sobel HG, Swigris R, Chacko KM, et al. Resident and Preceptor Perceptions of Preceptor Integration Into Resident Clinic Scheduling Templates. J Grad Med Educ. 2017;9(4):497–502.
Hipp DM, Rialon KL, Nevel K, et al. “Back to bedside”: residents’ and fellows’ perspectives on finding meaning in work. J Grad Med Educ. 2017;9(2):269–273.
Chung RJ, Jasien J, Maslow GR. Resident dyads providing transition care to adolescents and young adults with chronic illnesses and neurodevelopmental disabilities. J Grad Med Educ. 2017;9(2):222–227.
Smith J, Jacobs E, Li Z, et al. Successful implementation of a direct observation program in an ambulatory block rotation. J Grad Med Educ. 2017;9(1):113–117.
Rajkomar A, Ranji SR, Sharpe B. Using the electronic health record to identify educational gaps for internal medicine interns. J Grad Med Educ. 2017;9(1):109–112
Doupnik SK, Ziniel SI, Glissmeyer EW, et al. Validity and reliability of a tool to assess quality improvement knowledge and skills in pediatrics residents. J Grad Med Educ. 2017;9(1):79–84.
Page CP, Reid R, Coe CL, et al. Learnings from the pilot implementation of mobile medical milestones application. J Grad Med Educ. 2016;8(4):569–575.
Ogrinc G, Cohen ES, van Aalst R, et al. Clinical and educational outcomes of an integrated inpatient quality improvement curriculum for internal medicine residents. J Grad Med Educ. 2016;8(4):563–568.
van Loon KA, Teunissen PW, Driessen EW, et al. The role of generic competencies in the entrustment of professional activities: a nationwide competency-based curriculum assessed. J Grad Med Educ. 2016;8(4):546–552.
Fortuna RJ, Garfunkel L, Mendoza MD, et al. Factors associated with resident continuity in ambulatory training practices. J Grad Med Educ. 2016;8(4):532–540.
Rabinowitz R, Farnan J, Hulland O, et al. Rounds today: a qualitative study of internal medicine and pediatrics resident perceptions. J Grad Med Educ. 2016;8(4):523–531.
Jones WS, Maturo SC, Hutcherson LR. Get a “CLEW”: using clinical learning environment walks (CLEWs) to optimize clinical learning environments. J Grad Med Educ. 2016;8(3):458–459.
Salles A, Mueller CM, Cohen GL. A values affirmation intervention to improve female residents’ surgical performance. J Grad Med Educ. 2016;8(3):378–383.
Tevis SE, Ravi S, Buel L, et al. Blueprint for a successful resident quality and safety council. J Grad Med Educ. 2016;8(3):328–331.
Caniano DA, Hamstra SJ. Programs strengths and opportunities for improvement identified by residents during ACGME site visits in 5 surgical specialties. J Grad Med Educ. 2016;8(2):208–213.
Butler AC, Raley ND. The future of medical education: assessing the impact of interventions on long-term retention and clinical care. J Grad Med Educ. 2015;7(3):483–485.
Sall D, Kelleher M, Hellmann M, et al. The senior prep conference: simultaneous learning and teaching. J Grad Med Educ. 2015;7(2):287–288.
Sabri N, Sun NZ, Cummings BA, et al. The perceived effect of duty hour restrictions on learning opportunities in the intensive care unit. J Grad Med Educ. 2015;7(1):48–52.
Bump GM, Calabria J, Gosman G, et al. Evaluating the clinical learning environment: resident and fellow perceptions of patient safety culture. J Grad Med Educ. 2015;7(1):109–112.
Sawatsky AP, Zickmund SL, Berlacher K, et al. Understanding resident learning preferences within an internal medicine noon conference lecture series: a qualitative study. J Grad Med Educ. 2014;6(1):32–38.
Mentoring and Being Mentored
Mueller AS, Jenjkins TM, Osborne M, et al. Gender Differences in Attending Physicians’ Feedback to Residents: A Qualitative Analysis. J Grad Med Educ. 2017;9(5):577–585.
Choo EK. Damned If You Do, Damned If You Don’t: Bias in Evaluations of Female Resident Physicians (Commentary). J Grad Med Educ. 2017;9(5):586–587.
Kittleson MM. The toddler, the waiter, and the captain. J Grad Med Educ. 2017;9(2):265–266.
Young E, Stickrath C, McNulty M, et al. Residents' exposure to educational experiences in facilitating hospital discharges. J Grad Med Educ. 2017;9(2):184–189.
Wong BM, Coffey M, Nousiainen MT, et al. Learning through experience: influence of formal and informal training on medical error disclosure skills in residents. J Grad Med Educ. 2017;9(1):66–72.
Villarreal SS, Nash W, Cole TR. Nurturing the healers: a unique program to support residents. J Grad Med Educ. 2016;8(4):498–499.
Ripp JA, Fallar R, Korenstein D. A randomized controlled trial to decrease job burnout in first-year internal medicine residents using a facilitated discussion group intervention. J Grad Med Educ. 2016;8(2):256–259.
Caruso TJ, Steinberg DH, Piro N, et al. A strategic approach to implementation of medical mentorship programs. J Grad Med Educ. 2016;8(1):68–73.
Sobbing J, Duong J, Dong F, et al. Residents as medical student mentors during obstetrics and gynecology clerkship. J Grad Med Educ. 2015;7(3):412–416.
Cohee BM, Koplin SA, Shimeall WT, et al. Results of a formal mentor program for internal medicine residents: can we facilitate genuine mentorship? J Grad Med Educ. 2015;7(1):105–108.
Milestones, Assessment and Feedback
Patrick B. Barlow, Kate DuChene Thoma, Kristi J. Ferguson The Impact of Using Mean Versus Mode When Assessing Resident Competency. J Grad Med Educ. 2017;9(3):302-309.
Lars E. Peterson and Wade Rankin Are Milestones Really Measuring Development?. J Grad Med Educ. 2017;9(3):310-312.
Cowgill J. Reflections on sarcasm and feedback. J Grad Med Educ. 2017;9(1):143–144.
Peabody MR, O’Neill TR, Peterson LE. Examining the functioning and reliability of the family medicine milestones. J Grad Med Educ. 2017;9(1): 46–53.
Davis J, Roach C, Elliott C, et al. Feedback and assessment tools for handoffs: a systematic review. J Grad Med Educ. 2017;9(1):18–32.
Li ST. The promise of milestones: are they living up to our expectations? J Grad Med Educ. 2017;9(1):54–57.
Peabody MR, O’Neill TR, Peterson LE. Examining the functioning and reliability of the family medicine milestones. J Grad Med Educ. 2017;9(1):46–53.
Page CP, Reid A, Coe CL, et al. Learnings from the pilot implementation of mobile medical milestones application. J Grad Med Educ. 2016;8(4):569–575.
Rosenman ED, Branzetti JB, Fernandez R. Assessing team leadership in emergency medicine: the milestones and beyond. J Grad Med Educ. 2016;8(3):332–340.
Goyal N, Vallee PA, Folt J, et al. WIREd for Milestones. J Grad Med Educ. 2016;8(3):445–446.
Fleming GM, Mink RB, Hornik C, et al. Developing a tool to assess placement of central venous catheters in pediatrics patients. J Grad Med Educ. 2016;8(3):346–352.
Rosenman ED, Branzetti JB, Fernandez R. Assessing team leadership in emergency medicine: the Milestones and beyond. J Grad Med Educ. 2016;8(3):332–340.
ten Cate O. Entrustment as assessment: recognizing the ability, the right, and the duty to act. J Grad Med Educ. 2016;8(2):261–262.
Regan L, Hexom B, Nazario S. Remediation methods for Milestones related to interpersonal and communication skills and professionalism. J Grad Med Educ. 2016;8(1):18–23.
Weizberg M, Bond MC, Cassara M, et al. Have first-year emergency medical residents achieved level 1 on care-based Milestones? J Grad Med Educ. 2015;7(4):589–594.
Clay AS, Andolsek K, Grochowski CO, et al. Using transitional year Milestones to assess graduate medical students’ skills during a capstone course. J Grad Med Educ. 2015;7(4):658–662.
Dehon E, Jones J, Puskarish M, et al. Use of emergency medicine Milestones as items on end-of-shift evaluations results in overestimates of residents’ proficiency level. J Grad Med Educ. 2015;7(2):192–196.
De la Cruz M, Kopec MT, Wimsatt LA. Resident perceptions of giving and receiving peer-to-peer feedback. J Grad Med Educ. 2015;7(2):208–213.
Reddy ST, Zegarek MH, Fromme B, et al. Barriers and facilitators to effective feedback: a qualitative analysis of data from multispecialty resident focus groups. J Grad Med Educ. 2015;7(2):214–219.
Angus S, Moriarty J, Nardino RJ, et al. Internal medicine residents’ perspectives on receiving feedback in Milestone format. J Grad Med Educ. 2015;7(2):220–224.
Pitts S, Borus J, Goncalves A, et al. Direct versus remote clinical observation: assessing learners’ Milestones while addressing adolescent patients’ needs. J Grad Med Educ. 2015;7(2):253–256.
Kraut A, Yarris LM, Sargeant J. Feedback: cultivating a positive culture. J Grad Med Educ. 2015;7(2):262-264.
Govaerts M. Workplace-based assessment and assessment for learning: threats to validity. J Grad Med Educ. 2015;7(2):265–267.
Bartlett KW, Whicker SA, Bookman J, et al. Milestone-based assessments are superior to likert-type assessments in illustrating trainee progression. J Grad Med Educ. 2015;7(1):75–80.
Shumway NM, Dacus JJ, Lathrop KI, et al. Use of Milestones and development of entrustrable professional activities in 2 hematology/ oncology training programs. J Grad Med Educ. 2015;7(1):101–104.
Carter WC. Milestone myths and misperceptions. J Grad Med Educ. 2014;6(1):18–20.
Scholarly Activities
Pham PC, Pham PM, Jafari G, et al. Kidney court: not just another journal club. J Grad Med Educ. 2017;9(2):267–268.
Jericho BG, Simpson D, Sullivan GM Developing your expertise as a peer reviewer. J Grad Med Educ. 2017;9(2):251–252.
Yarris LM, Simpson D, Ilgen JS, et al. Team-based coaching approach to peer review: sharing service and scholarship. J Grad Med Educ. 2017;9(1):127–128.
Carroll CW. Spotting the wolf in sheep's clothing: predatory open access publications. J Grad Med Educ. 2016;8(5):662–664.
Watling C, Cristancho S, Wright S, et al. Necessary groundwork: planning a strong grounded theory study. J Grad Med Educ. 2017;9(1):129–130.
Riddell J, Patocka C, Lin M, et al. JGME-ALiEM hot topics in medical education: analysis of a multimodal online discussion about team-based learning. J Grad Med Educ. 2017;9(1):102–108.
Balmer DF, Rama JA, Martimianakis MA, et al. Using data from program evaluations for qualitative research. J Grad Med Educ. 2016;8(5):773–774.
McQuillan RF, Wong BM. The SQUIRE guidelines: a scholarly approach to quality improvement. J Grad Med Educ. 2016;8(5):771–772.
Ilgen JS, Artino AR Jr, Simpson D, et al. Group peer review: the breakfast of champions. J Grad Med Educ. 2016;8(5):646–649.
Baker L, Phelan S, Snelgrove R, et al. Recognizing and responding to ethically important moments in qualitative research. J Grad Med Educ. 2016;8(4):607–608.
Picho K, Artino AR Jr. 7 deadly sins in educational research. J Grad Med Educ. 2016;8(4):483–487.
Schrager S, Sadowski E. Getting more done: strategies to increase scholarly productivity. J Grad Med Educ. 2016;8(1):10–13.
Waserman JE, Hategan A, Saperson K, et al. Observations: scholarship in residency: invoking change in the era of competency-based medical education. J Grad Med Educ. 2015;7(3):493–494.
Simasek M, Ballard SL, Phelps P, et al. Meeting resident scholarly activity requirements through a longitudinal quality improvement curriculum. J Grad Med Educ. 2015;7(1):86–90.
Blanchard RD, Visintainer PF, Hinchey KT. A compass for scholarship. The scholarship activity expectations rubric. J Grad Med Educ. 2014;6(4):636–638.
Fringer RC. Scholarly activities for residents: high expectations? J Grad Med Educ. 2014;6(2):388.
Hong R. Comments: defining the scholarly and scholarship common program requirements. J Grad Med Educ. 2014;6(2):389.
Seehusen DA, Ledford CJW. Comments: the characteristics and purpose of resident scholarship. J Grad Med Educ. 2014;6(2):390.
Carek PJ, Simpson D, Yarris LM. Comments: authors response to letters regarding “defining the scholarly and scholarship common program requirements.” J Grad Med Educ. 2014;6(2):392.
Ortiz M, Kavanagh R, Agrawal D. Effectiveness of a mentored, longitudinal program fostering scholarly research by residents. J Grad Med Educ. 2014;6(2):379.
Simulation
Liang JW, Shanker VL. Education in neurology resident documentation using payroll simulation. J Grad Med Educ. 2017;9(2):231–236.
Barsuk JH, Cohen ER, Feinglass J, et al. Residents’ procedural experience does not ensure competence: a research synthesis. J Grad Med Educ. 2017;9(2):201–208.
Kroft J, Ordon M, Po L, et al. Preoperative practice paired with instructor feedback may not improve obstetrics-gynecology residents’ operative performance. J Grad Med Educ. 2017;9(2):190–194.
Ogunyemi D, Alexander C, Tangchitnob E, et al. Mini surgical simulation, role play, and group and behavioral interviews in resident selection. J Grad Med Educ. 2016;8(3):410–416.
Brydges R, Hatala R, Mylopoulos M. Examining residents’ strategic mindfulness during self-regulated learning of a simulated procedural skill. J Grad Med Educ. 2016;8(3):364–371.
Ellinas H, Denson K, Simpson D. Low-cost simulation: how-to guide. J Grad Med Educ. 2015;7(2):257–258.
Fraser TN, Genuardi M, McCullough SA, et al. Observations: a pilot study of multiple simultaneous critical care simulations. J Grad Med Educ. 2015;7(2):303.
Burden AR, Pukenas EW, Deal ER, et al. Using simulation education with deliberate practice to teach leadership and resource management skills to senior resident code leaders. J Grad Med Educ. 2014;6(3):463–469.
Han JE, Trammell AR, Finklea JD, et al. Evaluating simulation-based ACLS education on patient outcomes: a randomized, controlled pilot study. J Grad Med Educ. 2014;6(3):501–506.
Cannon K, Hartsell Z, Ivanov I, et al. Perceptions of internal medicine residency program candidates on the use of simulation in the selection process. J Grad Med Educ. 2014;6(2):338–340.
Doyle K, Young M, Meterissian S. Evaluation of residency programs: a novel approach using simulation. J Grad Med Educ. 2014;6(1):55–60.
Sidi A, Baslanti TO, Gravenstein N, et al. Simulation-based assessment to evaluate cognitive performance in an anesthesiology residency program. J Grad Med Educ. 2014;6(1):85–92.
Tofil NM, Peterson DT, Harrington KF, et al. A novel iterative-learner simulation model: fellows as teachers. J Grad Med Educ. 2014;6(1)127–132.
