MEDICAL RESIDENCE IN ORTHOPEDICS AND TRAUMATOLOGY - NATIONAL OVERVIEW AND ANALYSIS OF EVALUATION CONCORDANCE BETWEEN CNRM/SBOT DURING THE COVID-19 PANDEMIC.

Objective: Describe the national scenario of the orthopedics and traumatology Medical Residency Program (MRP) in 2020/2021, showing the distribution of vacancies by states and regions of Brazil, the number of residents and the percentage of agreement between the accredited services that offer the program by the Brazilian Society of Orthopedics and Traumatology (SBOT) and by the National Commission for Medical Residency linked to the Ministry of Education (CNRM/MEC). Methods: This is a descriptive, cross-sectional study. Data from the CNRM and SBOT system referring to residents attending orthopedics and traumatology Programs in 2020/2021 were analyzed. Results: In the analyzed period, there were 2.325 medical residents in orthopedics and traumatology in vacancies authorized by the CNRM/MEC in Brazil. The southeast region was predominant, with 57.2% of vacancies, totaling 1.331 residents. Compared to other regions, the south region with 16.9% (392), the northeast with 15.1% (351), the midwest with 7.7% (180), and the north with 3.1% (71). In addition, there was an accreditation agreement of 53.8% in evaluating services between the SBOT and CNRM, with distinctions among the states. Conclusion: The analysis showed differences between regions and states, considering the vacancies of PRM in orthopedics and traumatology and the concordance of evaluations by institutions accredited by MEC and SBOT. It is aim to work together with a view to qualifying and expanding residency programs for the training of specialist physicians, in accordance with the needs of the public health system and adequate medical practice, is necessary. The analysis during the pandemic period, associated with the restructuring of several health services, demonstrates the stability of the specialty in adverse scenarios. Level of evidence II; Economic And Decision Analyzes - Developing an Economic or Decision Model.

Objetivo: Descrever o cenário nacional do Programa de Residência Médica (PRM) em Ortopedia e Traumatologia em 2020/2021, período da maior incidência da covid-19, apontando a distribuição de vagas pelos Estados e Regiões do Brasil, o quantitativo de residentes em curso e a porcentagem de concordância entre os serviços credenciados pela Sociedade Brasileira de Ortopedia e Traumatologia (SBOT) e pela Comissão Nacional de Residência Médica vinculada ao Ministério da Educação (CNRM/MEC). Métodos: Estudo descritivo, transversal. Foram analisados dados do Sistema da CNRM e da SBOT referentes aos residentes cursando Ortopedia e Traumatologia durante o período declarado de pandemia no Brasil. Resultado: No período analisado haviam 2.325 médicos residentes cursando os PRM de Ortopedia e Traumatologia no Brasil em vagas autorizadas pela CNRM/MEC. Predomínio na região Sudeste, com 57,2% do total de vagas no Brasil, totalizando 1.331 residentes em comparação às outras regiões, com 16,9% (392) residentes na região Sul, 15,1% (351) no Nordeste, 7,7% (180) no Centro-Oeste e 3,1% (71) no Norte. Em relação à avaliação dos serviços realizada pela SBOT e pela CNRM, há uma concordância média de 53,8% entre o credenciamento por ambas, com também distinções entre as Unidades da Federação. Conclusão: A análise demonstrou diferenças entre regiões e estados em relação à oferta de vagas nos Programas de Residência em Ortopedia e Traumatologia, bem como quanto à concordância entre as avaliações das instituições credenciadas pela CNRM e/ou SBOT. Há necessidade de um trabalho conjunto entre ambas visando para ampliação e qualificação dos cenários de prática e preceptoria na formação do novo especialista, considerando as necessidades do SUS e o exercício da boa prática médica. A análise no período da pandemia, associado a reestruturação de muitos serviços de saúde, demostra a estabilidade da especialidade em cenários adversos. Nível de evidência II; Análises econômicas e de decisão ­ Desenvolvimento de modelo econômico ou de decisão.

Mitigating Moral Injury for Palliative Care Clinicians.

Palliative care clinicians (PCCs) in the United States face the combination of increasing burnout and a growing need for their services based on demographic changes and an increasing burden of serious illness. In addition to efforts to increase the number of PCCs and to train other clinicians in "primary palliative skills," we must address the burnout in the field to address the growing gap between need for this care and capacity to provide it. To address burnout in PCCs, we must develop solutions with the unique contributors to burnout in this field in mind. PCCs are particularly susceptible to moral distress and moral injury faced by all clinicians, and these states are inextricably linked to burnout. We propose three solutions to address moral distress and moral injury in PCCs to reduce burnout. These solutions are grounded in the dilemmas particular to palliative care and in best evidence: first, to create space for PCCs to confront moral challenges head-on; second, to integrate ethics consultations into care of some patients cared for by PCCs; and third, to reassess care models for PCCs. These approaches can mitigate burnout and thus address the growing gap in our ability to provide high-quality palliative care for those patients in need.

Medical residence in orthopedics and traumatology - national overview and analysis of evaluation concordance between cnrm/sbot during the covid-19 pandemic / Residência médica em ortopedia e traumatologia - panorama nacional e analise de concordância de avaliação cnrm/sbot durante a pandemia de covid-19

ABSTRACT Objective Describe the national scenario of the orthopedics and traumatology Medical Residency Program (MRP) in 2020/2021, showing the distribution of vacancies by states and regions of Brazil, the number of residents and the percentage of agreement between the accredited services that offer the program by the Brazilian Society of Orthopedics and Traumatology (SBOT) and by the National Commission for Medical Residency linked to the Ministry of Education (CNRM/MEC). Methods This is a descriptive, cross-sectional study. Data from the CNRM and SBOT system referring to residents attending orthopedics and traumatology Programs in 2020/2021 were analyzed. Results In the analyzed period, there were 2.325 medical residents in orthopedics and traumatology in vacancies authorized by the CNRM/MEC in Brazil. The southeast region was predominant, with 57.2% of vacancies, totaling 1.331 residents. Compared to other regions, the south region with 16.9% (392), the northeast with 15.1% (351), the midwest with 7.7% (180), and the north with 3.1% (71). In addition, there was an accreditation agreement of 53.8% in evaluating services between the SBOT and CNRM, with distinctions among the states. Conclusion The analysis showed differences between regions and states, considering the vacancies of PRM in orthopedics and traumatology and the concordance of evaluations by institutions accredited by MEC and SBOT. It is aim to work together with a view to qualifying and expanding residency programs for the training of specialist physicians, in accordance with the needs of the public health system and adequate medical practice, is necessary. The analysis during the pandemic period, associated with the restructuring of several health services, demonstrates the stability of the specialty in adverse scenarios. Level of evidence II; Economic And Decision Analyzes - Developing an Economic or Decision Model.

RESUMO Objetivo Descrever o cenário nacional do Programa de Residência Médica (PRM) em Ortopedia e Traumatologia em 2020/2021, período da maior incidência da covid-19, apontando a distribuição de vagas pelos Estados e Regiões do Brasil, o quantitativo de residentes em curso e a porcentagem de concordância entre os serviços credenciados pela Sociedade Brasileira de Ortopedia e Traumatologia (SBOT) e pela Comissão Nacional de Residência Médica vinculada ao Ministério da Educação (CNRM/MEC). Métodos Estudo descritivo, transversal. Foram analisados dados do Sistema da CNRM e da SBOT referentes aos residentes cursando Ortopedia e Traumatologia durante o período declarado de pandemia no Brasil. Resultado No período analisado haviam 2.325 médicos residentes cursando os PRM de Ortopedia e Traumatologia no Brasil em vagas autorizadas pela CNRM/MEC. Predomínio na região Sudeste, com 57,2% do total de vagas no Brasil, totalizando 1.331 residentes em comparação às outras regiões, com 16,9% (392) residentes na região Sul, 15,1% (351) no Nordeste, 7,7% (180) no Centro-Oeste e 3,1% (71) no Norte. Em relação à avaliação dos serviços realizada pela SBOT e pela CNRM, há uma concordância média de 53,8% entre o credenciamento por ambas, com também distinções entre as Unidades da Federação. Conclusão A análise demonstrou diferenças entre regiões e estados em relação à oferta de vagas nos Programas de Residência em Ortopedia e Traumatologia, bem como quanto à concordância entre as avaliações das instituições credenciadas pela CNRM e/ou SBOT. Há necessidade de um trabalho conjunto entre ambas visando para ampliação e qualificação dos cenários de prática e preceptoria na formação do novo especialista, considerando as necessidades do SUS e o exercício da boa prática médica. A análise no período da pandemia, associado a reestruturação de muitos serviços de saúde, demostra a estabilidade da especialidade em cenários adversos. Nível de evidência II; Análises econômicas e de decisão - Desenvolvimento de modelo econômico ou de decisão.

Mechanical behavior of titanium and zirconia abutments at the implant-abutment interface: A systematic review.

STATEMENT OF PROBLEM: Zirconia has become popular for dental implant abutments in the esthetic zone but can damage the implant connection interface. Studies have been conducted to compare zirconia abutments with conventional titanium abutments; however, a consensus or systematic review is lacking. PURPOSE: The purpose of this systematic review was to evaluate the performance of abutments made of zirconia and titanium in relation to wear and misfit at the implant-abutment interface. MATERIAL AND METHODS: Electronic databases (PubMed/MEDLINE, Embase, Web of Science) were independently searched by 2 researchers for relevant studies published up to June 2021. The population, intervention, comparison, outcome (PICO) question was "Do zirconia abutments cause greater wear at the implant-abutment interface than titanium abutments under occlusal forces?" Eligible studies included in vitro studies that evaluated changes in the surface of external and/or internal connections and single and/or multiple, screwed and/or cemented prostheses rehabilitated with titanium and zirconia abutments submitted to mechanical cycling. RESULTS: Nine studies were included for qualitative analysis. A total of 172 specimens were analyzed, 86 zirconia and 86 titanium abutments. In terms of wear on the implant connection surface, zirconia abutments caused more severe wear, more scratches, and more rounding of the hexagonal angles at the implant connection interface than titanium abutments. In terms of misfit at the connection interface, zirconia abutments showed greater misfit than titanium abutments. CONCLUSIONS: Zirconia abutments produce more wear at the titanium implant connection interface, titanium abutments showed better fit to the implant connection interface, and the fit can be influenced by the abutment manufacturing method.

Compliance with CDIM-APDIM Guidelines for Department of Medicine Letters: an Opportunity to Improve Communication Across the Continuum.

BACKGROUND: With rising applications to internal medicine programs and pending changes in United States Medical Licensing Examination Step 1 score reporting, program directors desire transparent data for comparing applicants. The Department of Medicine Letters of Recommendation (DOM LORs) are frequently used to assess applicants and have the potential to provide clearly defined data on performance including stratification of a medical school class. Despite published guidelines on the expected content of the DOM LOR, these LORs do not always meet that need. OBJECTIVES: To better understand the degree to which DOM LORs comply with published guidelines. METHODS: We reviewed DOM LORs from 146 of 155 LCME-accredited medical schools in the 2019 Match cycle, assessing for compliance with published guidelines. RESULTS: Adherence to the recommendation for DOM LORs to provide a final characterization of performance relative to peers was low (68/146, 47%). Of those that provided a final characterization, 19/68 (28%) provided a quantitative measure, and 49/68 (72%) provided a qualitative descriptor. Only 17/49 (35%) with qualitative terms described those terms, and thirteen distinct qualitative scales were identified. Ranking systems varied, with seven different titles given to highest performers. Explanations about determination of ranking groups were provided in 12% of cases. CONCLUSIONS: Adherence to published guidelines for DOM LORs varies but is generally low. For program directors desiring transparent data to use in application review, clearly defined data on student performance, stratification groupings, and common language across schools could improve the utility of DOM LORs.

Building a Shared Mental Model of Competence Across the Continuum: Trainee Perceptions of Subinternships for Residency Preparation.

INTRODUCTION: Toward a vision of competency-based medical education (CBME) spanning the undergraduate to graduate medical education (GME) continuum, University of Minnesota Medical School (UMMS) developed the Subinternship in Critical Care (SICC) offered across specialties and sites. Explicit course objectives and assessments focus on internship preparedness, emphasizing direct observation of handovers (Core Entrustable Professional Activity, "EPA," 8) and cross-cover duties (EPA 10). METHODS: To evaluate students' perceptions of the SICC's and other clerkships' effectiveness toward internship preparedness, all 2016 and 2017 UMMS graduates in GME training (n = 440) were surveyed regarding skill development and assessment among Core EPAs 1, 4, 6, 8, 9, 10. Analysis included descriptive statistics plus chi-squared and Kappa agreement tests. RESULTS: Respondents (n = 147, response rate 33%) rated the SICC as a rotation during which they gained most competence among EPAs both more (#4, 57% rated important; #8, 75%; #10, 70%) and less explicit (#6, 53%; #9, 69%) per rotation objectives. Assessments of EPA 8 (80% rated important) and 10 (76%) were frequently perceived as important toward residency preparedness. Agreement between importance of EPA development and assessment was moderate (Kappa = 0.40-0.59, all surveyed EPAs). CONCLUSIONS: Graduates' perceptions support the SICC's educational utility and assessments. Based on this and other insight from the SICC, the authors propose implications toward collectively envisioning the continuum of physician competency.

Association between physical activity practice and food consumption in school teenagers / Associação entre prática de atividade física e consumo alimentar em adolescentes escolares

ABSTRACT Adolescence is a period of transition, marked by habits that can influence the health of individuals in the long run. This study aimed to analyze the association between physical activity and food consumption in adolescents. This is a cross-sectional study with a probabilistic sample of 1.570 school adolescents from Montes Claros, MG, Brazil. The level of physical activity and consumption of fruits, vegetables, sweets, and soda/soft drinks was analyzed. Logistic regression was performed (significance level 5%). Among adolescents, 80.8% were classified as not active and practiced physical activity for at least 60 minutes in less than five days a week. In relation to food, 85.2% and 34.3% of adolescents reported consuming legumes and fruits less than three times a week, respectively. Consumption five times a week or more of treats was 64.1% and soft drinks 90.3%. Those who consumed fruit three times a week or less were 40% more likely to be less active. Those who consumed soda more than five times a week were twice as likely to be little active. Low levels of physical activity were associated with consumption of fruit less than or equal to three times a week and soft drinks greater than five times a week. There is a need to encourage the promotion of healthy lifestyle habits regarding the practice of physical activity and food consumption among adolescents, in school and family contexts.

RESUMO A adolescência é um período de transição, marcado por hábitos que podem influenciar a saúde dos indivíduos a longo prazo. Este estudo objetivou analisar a associação entre a prática de atividade física e o consumo alimentar em adolescentes. Trata-se de estudo transversal com amostra probabilística de 1.570 adolescentes escolares de Montes Claros, MG. Analisou-se nível de atividade física e consumo de frutas, leguminosas, guloseimas e refrigerante. Foi realizada regressão logística (nível de significância 5%). Entre os adolescentes 80,8% foram classificados como pouco ativos e praticavam atividade física por pelo menos 60 minutos em menos do que cinco dias por semana. Em relação à alimentação, 85,2% e 34,3% dos adolescentes relataram consumo de leguminosas e frutas com frequência menor que três vezes por semana, respectivamente. O consumo cinco vezes por semana ou mais de guloseimas foi de 64,1% e refrigerantes de 90,3%. Os que consumiam frutas três vezes por semana ou menos apresentaram chance 40% maior de serem pouco ativos. Os que consumiam refrigerante com frequência superior a cinco vezes por semana apresentaram chance duas vezes mais alta de serem pouco ativos. Baixos níveis de atividade física foram associados ao consumo de frutas menor ou igual a três vezes por semana e de refrigerantes superior a cinco vezes por semana. Há necessidade de incentivo à promoção de hábitos de vida saudáveis quanto à prática de atividade física e ao consumo alimentar entre os adolescentes nos contextos escolar e familiar.

AAIM Recommendations for the 2020-2021 Internal Medicine Residency Application Cycle in Response to the COVID-19 Pandemic.

This statement was released in June 2020 by the Alliance for Academic Internal Medicine to provide guidance for the 2020-2021 residency application cycle in light of the COVID-19 pandemic. While many of the recommendations are specific to this cycle, others, such as the Department Summary Letter of Evaluation, are meant to be an enduring change to the internal medicine residency application process. AAIM realizes that some schools may not yet have the tools or resources to implement the template fully this cycle and look toward collaboration within the internal medicine education community to facilitate adoption in the cycles to come.

Medical Student Workshop Improves Student Confidence in Working With Trained Medical Interpreters.

INTRODUCTION: Many physicians care for patients whose primary spoken language is not English, and these interactions present challenges in physician-patient communication. These challenges contribute to the significant health disparities experienced by populations with limited English proficiency (LEP). Using trained medical interpreters is an important step in addressing this problem, as it improves communication outcomes. Despite this, many medical education programs have little formal instruction on how to work effectively with interpreters. METHODS: To address this gap, we created an interactive workshop led by professional trained interpreters and faculty facilitators for medical students in their clinical years. Students were asked to evaluate the session based on relevance to their clinical experiences and helpfulness in preparing them for interactions with patients with LEP. RESULTS: Immediately after the session, students reported that the clinical scenarios presented were similar those seen on their clinical clerkships. They also reported increased confidence in their ability to work with interpreters. On later follow-up, students reported that the instruction helped prepare them for subsequent patient interactions that involved interpreters. CONCLUSION: A workshop is an effective method for improving medical student comfort and confidence when working with interpreters for populations with LEP.

Use of Filters for Residency Application Review: Results From the Internal Medicine In-Training Examination Program Director Survey.

BACKGROUND: The increase in applications to residency programs, known as "application inflation," creates challenges for program directors (PDs). Prior studies have shown that internal medicine (IM) PDs utilize criteria, such as United States Medical Licensing Examination (USMLE) Step examination performance, when reviewing applications. However, little is known about how early these filters are utilized in the application review cycle. OBJECTIVE: This study sought to assess the frequency and types of filters utilized by IM PDs during initial residency application screening and prior to more in-depth application review. METHODS: A web-based request for the 2016 Internal Medicine In-Training Examination (IM-ITE) PD Survey was sent to IM PDs. Responses from this survey were analyzed, excluding non-US programs. RESULTS: With a 50% response rate (214 of 424), IM PDs responded that the most commonly used data points to filter applicants prior to in-depth application review were the USMLE Step 2 Clinical Knowledge score (32%, 67 of 208), USMLE Step 1 score (24%, 50 of 208), and medical school attended (12%, 25 of 208). Over half of US IM PD respondents (55%, 114 of 208) indicated that they list qualifying interview criteria on their program website, and 31% of respondents (50 of 160) indicated that more than half of their applicant pool does not meet the program's specified interview criteria. CONCLUSIONS: Results from the 2016 IM-ITE PD Survey indicate many IM PDs use filters for initial application screening, and that these filters, when available to applicants, do not affect many applicants' decisions to apply.

A Call to Improve Conditions for Conducting Holistic Review in Graduate Medical Education Recruitment.

This article was migrated. The article was marked as recommended. The authors identify several components of the application for residency and fellowship recruitment that impede progress toward conducting holistic review in graduate medical education (GME). As well, important differences between undergraduate (UME) and graduate medical education (GME) recruitment are discussed. The authors call for inclusion of questions about family background and disadvantaged status in the GME application, which is a standard practice within applications for health professions. The second recommendation encourages a question about non-cognitive strengths. Many specialties have adopted standardized letters of recommendation (SLORs) or standardized letters of evaluation (SLOEs) that collect this information from letters writers. Programs and applicants would benefit from uniformity across specialties. The authors also call for a centralized, searchable database that provides applicants with each program's mission, educational goals, and alumni outcomes. To support this paradigm shift in GME recruitment, reinforced with new Accreditation Council for Graduate Medical Education standards in July 2019, a task force should provide theoretical, evidence-based reasoning, along with development of new tools.

Accuracy of Ultrasonography in the Evaluation of Tubal Sterilization Microinsert Positioning: Systematic Review and Meta-analysis.

The current reference standard to check the position of a tubal sterilization microinsert device after its insertion is hysterosalpingography. The objective of this study was to evaluate the accuracy of 2-dimensional (2D) and 3-dimensional (3D) ultrasonography (US) in the positioning of the tubal sterilization microinsert for definitive contraception. We searched MEDLINE, Embase, Cochrane, and Scopus databases through October 2017. Selection criteria included studies that analyzed the accuracy of 2D or 3D US, or both, with respect to the positioning of the microinsert. Data were displayed as forest plots and a summary receiver operating characteristic curves. Values for sensitivity, specificity, and positive and negative likelihood ratios (LRs) were calculated. The pooled analysis produced sensitivity and specificity values for 2D US in the positioning of the microinsert of 0.88 (95% confidence interval [CI], 0.47-1.0) and 0.92 (95% CI, 0.88-0.95), respectively, with positive and negative LRs of 8.68 (95% CI, 1.63-46.1) and 0.35 (95% CI, 0.11-1.11), respectively. Three studies analyzed the performance of 3D US, showing sensitivity, specificity, and positive and negative LRs of 0.75 (95% CI, 0.35-0.97), 0.82 (95% CI, 0.77-0.87), 3.65 (95% CI, 2.31-5.75), and 0.46 (95% CI, 0.2-1.09). In conclusion, 2D and 3D US are methods that show good accuracy in tubal sterilization microinsert positioning.

Collaborating for Competency-A Model for Single Electronic Health Record Onboarding for Medical Students Rotating among Separate Health Systems.

BACKGROUND: Use of the electronic health record (EHR) is widespread in academic medical centers, and hands-on EHR experience in medical school is essential for new residents to be able to meaningfully contribute to patient care. As system-specific EHR training is not portable across institutions-even when the same EHR platform is used-students rotating across health systems are often required to spend time away from clinical training to complete each system's, often duplicative, EHR training regardless of their competency within the EHR. METHODS: We aimed to create a single competency-based Epic onboarding process that would be portable across all the institutions in which our medical students complete clinical rotations. In collaboration with six health systems, we created online EHR training modules using a systematic approach to curriculum development and created an assessment within the Epic practice environment. RESULTS: All six collaborating health systems accepted successful completion of the developed assessment in lieu of standard site-specific medical student EHR training. In the pilot year, 443 students (94%) completed the modules and assessment prior to their clinical training and successfully entered clinical rotations without time consuming, often repetitive onsite training, decreasing the cumulative time as student might be expected to engage in Epic onboarding as much as 20-fold. CONCLUSION: Medical schools with multisystem training sites with a single type of EHR can adopt this approach to minimize training burden for their learners and to allow them more time in the clinical setting with optimized access to the EHR.

Criterion-Based Assessment in a Norm-Based World: How Can We Move Past Grades?

In the United States, the medical education community has begun a shift from the Flexnerian time-based model to a competency-based medical education model. The graduate medical education (GME) community is substantially farther along in this transition than is the undergraduate medical education (UME) community.GME has largely adopted the use of competencies and their attendant milestones and increasingly is employing the framework of entrustable professional activities (EPAs) to assess trainee competence. The UME community faces several challenges to successfully navigating a similar transition. First is the reliance on norm-based reference standards in the UME-GME transition, comparing students' performance versus their peers' with grades, United States Medical Licensing Examination Step 1 and Step 2 score interpretation, and the structured Medical School Performance Evaluation, or dean's letter. Second is the reliance on proxy assessments rather than direct observation of learners. Third is the emphasis on summative rather than formative assessments.Educators have overcome a major barrier to change by establishing UME outcomes assessment criteria with the advent and general acceptance of the physician competency reference set and the Core EPAs for Entering Residency in UME. Now is the time for the hard work of developing assessments steeped in direct observation that can be accepted by learners and faculty across the educational continuum and can be shown to predict clinical performance in a much more meaningful way than the current measures of grades and examinations. The acceptance of such assessments will facilitate the UME transition toward competency-based medical education.

Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force.

As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship. Building on work at the resident and fellowship levels, the task force focused on the development of key learning outcomes as defined by entrustable professional activities (EPAs) that were specific to educational experiences on the IM clerkship, as well as identification of high-priority assessment domains. The work was informed by a national survey of clerkship directors.Six key EPAs emerged: generating a differential diagnosis, obtaining a complete and accurate history and physical exam, obtaining focused histories and clinically relevant physical exams, preparing an oral presentation, interpreting the results of basic diagnostic studies, and providing well-organized clinical documentation. A model for assessment was proposed, with descriptors aligned to the scale of supervision and mapped to Accreditation Council for Graduate Medical Education domains of competence. The proposed paradigm offers a standardized template that may be used across IM clerkships, and which would effectively bridge competency evaluation in the clerkship to fourth-year assessment as well as eventual postgraduate training.

An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers.

The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.

Improving Learner Handovers in Medical Education.

Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.