Defining Successful Practice Within Health Systems Science Among Entering Residents: A Single-Institution Qualitative Study of Graduate Medical Education Faculty Observations.

The American Medical Association's Accelerating Change in Medical Education consortium defined health systems science (HSS) as the study of how health care is delivered, how health care professionals work together to deliver that care, and how the health system can improve patient care and health care delivery. This framework is increasingly being incorporated into medical school curricula. Graduate medical education (GME) had previously elevated systems-based practice (SBP) as a core competency, but expectations are defined by specialty-specific milestones. The lack of a shared competency framework between undergraduate medical education (UME) and GME makes it challenging to ensure that entering residents are prepared to implement HSS/SBP concepts in the workplace. The authors explored GME faculty observations of residents exemplifying successful practice across HSS domains to inform targets for UME training and assessment. Authors performed a single-institution qualitative study using transcribed phone interviews with eligible Vanderbilt residency program directors, associate program directors, and core faculty. Participants described observations of successful residents within each HSS domain. Two researchers independently coded, discussed, and reconciled deidentified transcripts using inductive-deductive approaches to identify themes. Seventeen faculty participated across specialties (17/39, 45%). Faculty responses emphasize precurricular experiences including professional degrees, work experience, extracurriculars, and medical school exposure. Importantly, successful residents exhibit foundational core workforce characteristics including growth mindset, curiosity, and a desire to learn about systems. GME faculty identified HSS domain-specific skills, noting distinctions among learning environments. Outcomes resulting from residents' application of HSS concepts include delivering high-quality, person-centered care and systems improvements. Descriptions of successful practice within HSS domains highlight preparatory experiences and core workforce characteristics and outline entry-level HSS behaviors. Conceptualized in a logic model framework, these findings describe key inputs, learning activities, outputs, and outcomes for systems-prepared entering residents bridging the UME-GME transition.

Ridinger HA ，Bonnet K ，Schlundt DG ，Tekian A ，Riddle J ，Lomis KD ... -  《-》

Priority Areas and Potential Solutions for Successful Integration and Sustainment of Health Systems Science in Undergraduate Medical Education.

Gonzalo JD ，Baxley E ，Borkan J ，Dekhtyar M ，Hawkins R ，Lawson L ，Starr SR ，Skochelak S ... -  《-》

Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency.

Favreau MA ，Tewksbury L ，Lupi C ，Cutrer WB ，Jokela JA ，Yarris LM ，AAMC Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group ... -  《-》

Association of Gender With Learner Assessment in Graduate Medical Education.

Klein R ，Ufere NN ，Rao SR ，Koch J ，Volerman A ，Snyder ED ，Schaeffer S ，Thompson V ，Warner AS ，Julian KA ，Palamara K ，Gender Equity in Medicine workgroup ... -  《JAMA Network Open》

The Inconspicuous Learner Handover: An Exploratory Study of U.S. Emergency Medicine Program Directors' Perceptions of Learner Handovers from Medical School to Residency.

Caretta-Weyer HA ，Park YS ，Tekian A ，Sebok-Syer SS ... -  《-》