Abstracts From the Proceedings of the 2015 Annual Meeting of the Clerkship Directors of Internal Medicine (CDIM). Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Nixon, L. James; Ryder, Hilary F.; Alexandraki, Irene; Lyons, Maureen D.; McEwen, Kelsey Angell; DeWaay, Deborah J.; Warrier, Sarita; Lang, Valerie J.; LaRochelle, Jeffrey
• Is Part Of: Teaching and learning in medicine. Volume 28:Issue 3(2016)
• Page Start: 339
• Page End: 344
• Publication Date: 2016-07-02
• Subjects: Medical education -- Periodicals; 610.7
• DOI: 10.1080/10401334.2016.1187619
• Languages: English
• ISSNs: 1040-1334

Abstract

ABSTRACT: Since its inception in 1989, Clerkship Directors in Internal Medicine (CDIM) has promoted excellence in medical student education. CDIM members move medical education forward by sharing innovations in curriculum and assessment and discoveries related to educating our students and administering our programs. The Alliance for Academic Internal Medicine, of which CDIM is a founding member, broadens the umbrella beyond student education to include five academically focused specialty organizations representing departments of medicine, teaching hospitals, and medical schools working together to advance learning, discovery, and caring. CDIM held its 2015 annual meeting at Academic Internal Medicine Week in Atlanta, Georgia. This year 36 innovation and research submissions were selected for either oral abstract or poster presentation. The quality of the presentations was outstanding this year and included many of the most important issues in medical education. The CDIM research committee selected the following seven abstracts as being of the highest quality, the most generalizable, and relevant to the readership of Teaching and Learning in Medicine . Two abstracts include information from the CDIM annual survey, which remains a rich source for answering questions about student education on a national level. Looking at trends in medical education, three of the seven selected abstracts mention entrustable professional activities. Three of the abstracts address how we assess student skill and provide them with appropriate feedback. These include two schools' approach to bringing milestones into the medical student realm, use of objective structured clinical exam for assessing clinical skill in clerkship, and what students want in terms of feedback. Four articles deal with curricular innovation. These include interprofessional education, high-value care, transitions of care, and internship preparation. We are pleased to share these abstracts, which represent the breadth and quality of thought of our CDIM members.