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Articles of Interest to Residents and Fellows

Guidance for Resident Authors

Clinical Learning Environment

Mentoring and Being Mentored


Scholarly Activities


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.


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.

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