The Virtue of Hope in Medical Training.

While many of the challenges of contemporary medical training are characterized uniformly as "burnout," such a diagnosis is nonspecific and overlooks the degree to which the flourishing of medical practitioners depends on the development and exercise of virtue. The virtue of hope, in particular, is indispensable to sound medical practice generally and the flourishing of trainees. It is only through sound apprehension of the nature of the virtue of hope, the challenges to the cultivation of hope that residency poses, and practices that allow such cultivation, that contemporary trainees can learn to care well for patients and flourish in their own right. Summary: While the general term "burnout" is used to describe many of the challenges of contemporary medical training, a more precise characterization that unifies these challenges is a deficiency of the virtue of hope. Medical trainees face many obstacles to the cultivation of hope during training, but learning both to correctly identify this deficiency, and practices which prove a fitting response, offers a way forward.

Remembering the Art of Dying: lessons for medical trainees.

In her book The Lost Art of Dying: Reviving Forgotten Wisdom (2020), Lydia Dugdale claims that a deep cultural forgetting process underlies contemporary society's impoverished views of, and practices surrounding, death and dying. Her thesis, and the cultural developments that trace this story of widespread forgetting, offer insight into how medical trainees come to participate in such impoverished views and practices, to the detriment of themselves and the patients they serve. Through better understanding the tacit metaphysical and ethical forces that contribute to this process, trainees might better appreciate the insidious power of such forces on their moral development. Moreover, by turning to traditioned communities outside of medicine and to patients themselves, medical trainees may find the moral resources to reimagine their roles both in providing care and attending to their own mortality.

Reflections of an Integrated Maternal-Child Health Medical Student Assignment.

INTRODUCTION: Clinical experiences expose learners to the patient perspective, which can have a lasting impact on students' professional identity. However, in busy clinical settings where opportunities for reflection may be limited, listening to patients' stories is often neglected. We used a reflection assignment to augment a new maternal-child health integrated curriculum. METHODS: Medical students completed a brief assignment from their session in the neonatal intensive care unit (NICU), which included reflective writing, between fall 2016 and summer 2017. The Depth of Reflection rubric was used to score reflections on a scale: "Knowledge and Comprehension" (Level I), "Analysis" (Level II), and "Synthesis and Evaluation" (Level III). A constant comparison method based on grounded theory elicited prenatal and postnatal themes from medical students' reflective writing. RESULTS: All students completed narratives (n = 166); 70% (n = 116) achieved a Depth of Reflection of Level II or III. Six overarching themes emerged: (1) Conception, Pregnancy, and Delivery Experiences; (2) Positive Support Structures; (3) Barriers and Stressors to Care; (4) Future Plans; (5) Unexpected Complications; and (6) Student Career and Professional Considerations. DISCUSSION: Reflections from a novel and brief integrated maternal-child health experience demonstrated high levels on the Depth of Reflection scale. This experience exposed students to core themes central to a family's pregnancy and perinatal experience. Professional identity formation also emerged as a theme. Reflective writing assignments in a busy NICU can facilitate exploration of medical students' knowledge of maternal-child health patient experiences.

Clerkship Ethics: Unique Ethical Challenges for Physicians-in-Training.

Three ethical conflicts in particular are paradigmatic of what we define as "clerkship ethics." First, a distinction that differentiates the clerkship student from the practicing physician involves the student's principal role as a learner. The clerkship student must skillfully balance her commitment to her own education against her commitment to patient care in a fashion that may compromise patient care. While the practicing physician can often resolve the tension between these two goods when they come into conflict, the clerkship student is left with a more ambiguous set of choices. Second, evaluative scrutiny during clinical clerkships often forces medical students to balance doing what is morally fitting against the perceived expectations of the medical teams in which they work. Third and finally, a deeply entrenched culture of medical hierarchy presents a particular challenge to innovation and improvement in ethics education during the clerkship years. Students regard faculty as exemplars, but are not provided with the tools to assess when technical medical competence is not matched by moral competence; moreover, these faculty are unlikely to have experienced the ethics education in which students are asked to demonstrate mastery.

Suffering Absence: Hauerwas and the Challenges to Faithful Presence in Contemporary Medical Training.

In this essay, the author draws on the theologian Stanley Hauerwas' work to describe the central challenge of the contemporary medical trainee as an inability to be present to suffering patients. While the central challenge to the physician was once the moral resources required for such presence, today it is the temporal and bureaucratic demands bearing upon the contemporary resident preclude even the opportunity for this presence. In order to seek out such spaces when time does become available, the contemporary trainee requires a moral community, as Hauerwas notes "like a church," to remind him or her of the moral commitment to be present to suffering patients even in the midst of such structural challenges. SUMMARY: Contemporary residents must actively seek out the opportunity to be present to suffering patients and require moral communities to sustain this commitment.

Integrity in Action: Medical Education as a Training in Conscience.

While conscience in medicine has been a source of debate for decades, the role of conscience in medical training remains largely unexamined. Insofar as conscience is addressed, trainees are typically urged to avoid practices that will conflict with their internal moral codes, refer to practitioners who will provide such practices, or even consider leaving the profession. This essay considers Lauris Kaldjian's articulation of two rival definitions of conscience: conscience as mere private and idiosyncratic moral belief, or conscience as a fundamental capacity for moral reasoning, akin to good clinical judgment. The authors propose that these definitions reflect two rival conceptions of medicine-medicine as product, or medicine as moral practice-and argue that the latter definition is vital to understanding both the purposed nature of medicine and the role of the conscience within that purpose. The authors conclude that because medicine is fundamentally moral and the conscience is the capacity for moral reasoning, medical education is essentially a training in conscience. Therefore, neglecting or disparaging conscience in medical training will have serious consequences for the future of trainees and the practice of medicine alike.

Accountability as a virtue in medicine: from theory to practice.

Accountability is a norm basic to several aspects of medical practice. We explore here the benefits of a more explicit focus on the virtue of accountability, which as distinct from the state of being held accountable, entails both welcoming responsibility to others and welcoming input from others. Practicing accountably can limit moral distress caused by institutional pressures on the doctor patient relationship. Fostering a mindset that is welcoming rather than resistant to feedback is critical to enhancing a culture of learning. Analysis of failures of accountable practice offers opportunities for improving the delivery of clinical care.

The Admission Checklist: The key steps and responsibilities for the admitting resident.

The process of admitting patients from the emergency department to the general medicine floor is foundational to the medical training process and medical practice more generally. Yet this process is rife with potential error if not approached systematically, and residents rarely receive explicit teaching in this area. The creation of an "Admission Checklist" proposed by the authors could serve the function of reducing error and enhancing inter-provider communication throughout this process. Such a checklist could improve trainee experience and education, and ultimately allow for improved outcomes for patients during transitions of care.

High-Value Interviewing: A Call for Quality Improvement in the Match Process.

Within the Match process, current residency interview practices are inefficient for both applicants and programs. Problems include disorganized interview offers and scheduling, excessive numbers of applicant interviews, unclear postinterview communication policies, and the significant expenses entailed. To address these issues, the authors propose applying a quality improvement approach to create a high-value interview process that would decrease investments of time, money, and energy and improve the quality of the Match experience for both applicants and programs. They propose establishing an interview offer week to streamline and systematize the interview offer and scheduling process; placing an evidence-based cap on the number of interviews that applicants are allowed to schedule; and enforcing a moratorium on postinterview communication that would apply to both applicants and programs. Implementing these proposals would decrease expenses, improve the efficiency of this process for all involved, and demonstrate that quality improvement methods used to improve patient care can also be applied to improving medical student and physician experiences.