“Has a Patient Ever Hit You?”
It Is Time to Reinvent the Wheels of Medical Training
Tobacco-Free Hiring Policies and Academic Health Centers
In Reply to Berman and Crane
More Hippocrates, Less Hypocrisy
Missed Moments
In Reply to Ho
Algorithms, Clinical Practice Guidelines, and Standardized Clinical Assessment and Management Plans
Educating the Educators
Refocusing Medical Education Reform
Health Care Transformation Begins With You
Gathering and Learning From Relevant Clinical Data
Integrating Basic Science Without Integrating Basic Scientists
Artist’s Statement
Introducing Sexual Orientation and Gender Identity Into the Electronic Health Record
Should MD–PhD Programs Encourage Graduate Training in Disciplines Beyond Conventional Biomedical or Clinical Sciences?
Creating a High-Reliability Health Care System
A Standardized Test Question, Revisited
Shared Truth
Commentary on “Shared Truth”
Incubating the Research Independence of a Medical Scientist Training Program Graduate
Building the Pipeline
When Guidelines Don’t Guide
The Majority of Accredited Continuing Professional Development Activities Do Not Target Clinical Behavior Change
Perceptions of Division Directors in General Internal Medicine About the Importance of and Support for Scholarly Work Done by Clinician–Educators
Performance in Physical Examination on the USMLE Step 2 Clinical Skills Examination
From the Clinic to the Community
The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution
Learning in the Real Place
Quality Improvement, Patient Safety, and Continuing Education
Linking Simulation-Based Educational Assessments and Patient-Related Outcomes
Improving Health Care Quality