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We evaluate the impacts of the Academic Scholars and Leaders (ASL) Program in achieving 3 key objectives: treatment of education as a scholarly pursuit, improved education leadership, and career advancement. We report on the twenty-year experience of the ASL Program—a national, longitudinal faculty development program of the Association of Professors of Obstetrics and Gynecology (APGO) covering instruction, curriculum development/program evaluation, assessment/feedback, leadership/professional development, and educational scholarship. We conducted a cross-sectional, online survey of ASL participants who graduated in 1999–2017. We sought evidence of impact using Kirkpatrick's 4-level framework. Descriptive quantitative data were analyzed, and open-ended comments were organized using content analysis. 64% (260) of graduates responded. The vast majority (96%) felt the program was extremely worthwhile (Kirkpatrick level 1). Graduates cited learned skills they had applied to their work, most commonly curricular development (48%) and direct teaching (38%) (Kirkpatrick 2&3 A). Since participation, 82% of graduates have held institutional, education-focused leadership roles (Kirkpatrick 3B). Nineteen percent had published the ASL project as a manuscript and 46% additional education papers (Kirkpatrick 3B). The APGO ASL program has been associated with successful outcomes in treatment of education as a scholarly pursuit, education leadership, and career advancement. Going forward, APGO is considering ways to diversify the ASL community and to support educational research training. [ABSTRACT FROM AUTHOR]

The article introduces various reports within the issue on topics, including an Association for Medical Education in Europe (AMEE) guide to selection into medical schools and tips for providing academic remediation to widening access learners in medical education.

People who the author would like to thank for their assistance in the creation of the publication's manuscripts are mentioned.

Background: Residency programs are required to teach and evaluate trainees in the area of professionalism and medical ethics. Prior to developing a curriculum in this area, residents and fellows were surveyed to assess learning needs. Description: A case-based survey was developed based on published curricula. Residents and fellows were asked to describe their comfort level in 11 clinical scenarios on a Likert-type scale ranging from 1 (not at all comfortable) to 10 (extremely comfortable). Evaluation: 151 surveys were returned for an overall response rate of 73%. Comfort levels ranged from a low of 3.1 to a high of 8.5 on the 10-point scale. Despite additional years of clinical training, fellows only reported an increased comfort level in 1 case. Conclusion: Learning needs exist in residents and fellows in the area of medical ethics. Use of a needs assessment was instrumental in planning and designing an ethics curriculum. [ABSTRACT FROM AUTHOR]

Background: Although the practice of medicine is increasingly a multidisciplinary effort, clinical teaching of medical students is accomplished primarily within a departmental structure. Purpose: The purpose of this study was to identify subject matter within the clinical curriculum that could serve as focus for multidisciplinary teaching. Methods: A questionnaire was sent to 13 clerkship directors (representing required clerkships) at a large Midwestern medical school in which they were asked to rate a list of 631 patient problems as critical (primary), important (secondary), or "nice to know," relevant to their respective clerkship objectives. Results: All clerkship directors completed the questionnaire. There were 523 items that were considered primary, and over 90% of these items were listed as either primary or secondary in more than 1 clerkship. Twelve topics were considered primary or secondary by at least 5 clerkship directors. Four clerkship directors identified 43 patient problems, and 3 clerkship directors identified 92 topics as primary or secondary clerkship objectives. Conclusions: In this study, listing of patient problems across clerkships demonstrated significant overlap of the clinical curriculum, suggesting multiple opportunities for faculty collaboration in clinical education. [ABSTRACT FROM AUTHOR]

Background: A comprehensive and up-to-date curriculum requires periodic formal review to ensure it continues to meet learners' needs. Purpose: This study describes a model for evaluating a surgery clerkship curriculum designed to determine the appropriateness of its learning objectives to the general professional education of a physician. Methods: A survey was mailed to graduates who pursued generalist residencies. Respondents estimated the number of patients encountered annually with specified presenting complaints or disease entities and the percentage of time these were referred to surgeons. For 23 technical procedures, respondents estimated the frequency done annually and whether remaining proficient in the skill was considered important. Results: The majority of graduates reported the need to remain proficient in 19 technical procedures. Numerous patient problems were identified as requiring careful instruction so that learners know when and when not to refer for surgical intervention. Conclusions: The clerkship was modified to include skills and topics not previously included or appropriately emphasized. [ABSTRACT FROM AUTHOR]

This article appreciates the effort made by people who contributed to research published in Teaching and Learning in Medicine (TLM), Volume 16 (2004), by providing their time and expertise reviewing manuscripts submitted to TLM. Some of the enlisted contributors are: Stephen Abrahamson, Mark A. Albanese, Kurt Albertine, M. Brownell Anderson, Louise M. Arnold, Charles L. Bardes, Gwyn E. Barley, Amber Barnhart, Barbara Barzansky, Philip G. Bashook, Amy V. Blue, Giulia Bonaminio, Richard Dayringer, Linda Deloney, Susan Derr.

Lists contributors to volume 21 of 'Teaching and Learning in Medicine.'

Acknowledges people who contributed to research published in 'Teaching and Learning in Medicine,' volume 12, 2000.