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In This Issue

机译：在这个问题上

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From the Editor Picho and Artino discuss common methodological and other flaws in educational research (p. 483); and Sullivan discusses the many mandates for residency programs and their trainees, and the importance of prioritizing learning and assessment (p. 488).;Perspectives Sadowski and Schrager discuss career goals for educators and suggest linking goals to specific “to-do” lists to accomplish them (p. 494). Villarreal et al describe a program to promote resident peer support and to enhance resilience (p. 498). Gupta and colleagues make 6 recommendations to enhance the focus on ambulatory care in the education of primary care residents (p. 500). Two perspectives focus on assessment. De Champlain and colleagues highlight the importance of an appropriate framework to determine the reliability of assessments, particularly in high-stakes contexts (p. 504); and Gebauer and Steele discuss considerations when programs use clinical performance data for resident assessment and provision of feedback (p. 507).;Reviews A narrative review by Stork Poeppelman and colleagues identifies a framework for use of team-based learning in graduate medical education (p. 510).;Original Research Koehler and colleagues provide evidence of effective physician retention in a state or region based on local completion of training and prior education (p. 518). A commentary by Bazemore emphasizes the value and power of local training (p. 609). Rabinowitz et al identify 4 themes in resident perceptions of rounds and recommend maximizing clinical education and reducing inefficiencies in the coproduction of teaching and patient care (p. 523). Neelon's commentary highlights problematic aspects of the multiple aims of attending rounds (p. 613). Fortuna and colleagues found attributes that can be influenced by programs that were strongly associated with increasing ambulatory continuity for residents (p. 532). A commentary by Hall affirms continuity is a key concept in primary care education (p. 615). Feinberg and Clauser report that item keywords were not useful in aiding remediation after standardized testing, and offer evidence that examinees retain misinformation (p. 541). From the Netherlands, van Loon and colleagues studied use of the generic competencies in entrustment decisions, finding decisions were largely based on residents' time in training and experience (p. 546). Focused ultrasound training for internal medicine residents did not increase knowledge retention, but residents showed some improvement in skills (Town et al, p. 553). The Accreditation Council for Graduate Medical Education (ACGME) 2003 and 2011 duty hour standards did not affect residents' performance on the American Board of Emergency Medicine qualifying examination (Counselman et al, p. 558). Ogrinc and colleagues report that a quality improvement curriculum with hands-on experience can be integrated in internal medicine inpatient rotations (p. 563). A multi-institution pilot of a mobile application for milestone assessments in family medicine finds enhanced efficiency and improved feedback quality (Page et al, p. 569). Churnin and colleagues find higher mortality for patients with nervous system diseases and disorders after implementation of the 2003 ACGME duty hour standards (p. 576). A Delphi study of medical education experts determines that teaching with electronic health records calls for strategies that take advantage of the technology while minimizing its drawbacks (Atwater et al, p. 581).;Educational Innovation Moore and colleagues assessed a development program on institutional leadership provided to categorical first-year medicine residents, finding it feasible and worthy of continuation (p. 587). A multi-source evaluation of residency and fellowship program directors adds value, with respondents reporting planned changes based on the results, and is transferrable to other institutions (Goldhamer et al, p. 592).;Brief Report These reports address the relationship between b
机译：从编辑Picho和Artino讨论教育研究中的常见方法和其他缺陷（第483页）;和沙利文讨论了居住计划及其学员的许多任务，以及优先考虑学习和评估的重要性（第488页）。透视萨德斯基和施拉格讨论教育工作者的职业目标，并建议将目标与特定的“待办事项”列表联系起来完成它们（第494页）。 Villarraal等，描述了一个促进居民同行支持和增强弹性的计划（第498页）。 Gupta及其同事提出了6项建议，以加强对初级保健居民教育（第500页）教育的关注。两个透视专注于评估。尚普兰和同事强调了适当框架的重要性，以确定评估的可靠性，特别是在高赌注上下文（第504页）;当计划使用常驻评估和提供反馈的临床绩效数据时，Gebauer和Steele讨论了考虑因素（第507页）。评论斯特克斯·普佩尔曼及其同事们审查了一项框架，确定了在研究生医学教育中使用基于团队的学习框架（第510页）。原始研究Koehler和同事提供了基于局部培训和事先教育的州或地区有效的医生保留的证据（第518页）。巴兹米尔的评论强调了本地培训的价值和力量（第609页）。 Rabinowitz等人确定了4个主题，以居民的循环看法，并建议最大化临床教育，并降低教学和患者护理的副产品的低效率（第523页）。 Neelon的评论强调了出席圆形的多个目的的问题方面（第613页）。 Fortuna和同事发现了可能受到与增加居民的动态连续性相关的计划的属性（第532页）。大厅肯定的评论肯定是初级保健教育的关键概念（第615页）。 Feinberg和Clauser报告称，项目关键词在标准化测试后的补救措施上没有用，并提供考生保留错误信息的证据（第541页）。从荷兰，van loon和同事研究了在委托决定中使用通用能力，在居民的培训和经验中的时间内找到决定（第546页）。对内科居民的专注超声训练没有增加知识保留，但居民的技能呈现出一些改善（Town等，第553页）。 2003年和2011年占空管标准的认证理事会（ACGME）2003年和2011年税务时间标准并未影响美国急诊医学委员会资格考试中的居民表现（律师德拉，第558页）。 OGRINC和同事报告说，具有动手经验的质量改进课程可以集成在内科存学旋转中（第563页）。用于家庭医学中的里程碑评估的移动应用程序的多机构飞行员发现提高了效率和改进的反馈质量（Page等，第569页）。 Churnin及其同事们为在实施2003年ACGME占空期标准后的神经系统疾病和疾病的患者中发现了更高的死亡率（第576页）。医学教育专家的Delphi研究决定了电子健康的教学，呼吁利用该技术的策略，同时最大限度地减少其缺点（Atwater等，第581页）。教育创新摩尔及同事在机构领导层中评估了一个发展方案提供给分类的第一年医学居民，发现它可行和值得延续（第587页）。居住和团契方案董事的多源评估增加了价值，受访者根据结果报告计划变更，并转移到其他机构（Goldhamer等，第592页）;简要报告这些报告解决了B之间的关系

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