What Happens After Medical School? Current Controversies About Licensure, Maintenance of Certification, and Continuing Professional Development
Acknowledgment of Academic Medicine Reviewers
Maintenance of Certification Part 4 as an Incentive for Faculty Quality Improvement Education
In Reply to Oyler et al
Pharma Exposure Occurs Early in Training and More Often in Rural Clinical Sites
In Reply to Evans et al
The Research RVU (rRVU)
In Reply to Severance
Leadership Training and Stress Relief
Length of Training as a Factor in Developing Health Care Workforces
A Plea to Reassess the Role of United States Medical Licensing Examination Step 1 Scores in Residency Selection
Artist’s Statement
Expanding Educators’ Contributions to Continuous Quality Improvement of American Board of Medical Specialties Maintenance of Certification
Is It Time to Rethink Postgraduate Training Requirements for Licensure?
Yes, It Is Time to Rethink Postgraduate Training Requirements for Licensure!
The Questions We Cannot Answer
Integrating Continuing Professional Development With Health System Reform
Addressing the “Global Health Tax” and “Wild Cards”
Osteopathic Students’ Graduate Medical Education Aspirations Versus Realities
The Advancing a Healthier Wisconsin Endowment
Interweaving Curriculum Committees
Ordinary People
Commentary on a Scene From the Film Ordinary People
What’s in It for Me? Maintenance of Certification as an Incentive for Faculty Supervision of Resident Quality Improvement Projects
Separating Residents’ Inpatient and Outpatient Responsibilities
The WWAMI Targeted Rural Underserved Track (TRUST) Program
Supporting Medical Students’ Pursuit of Longitudinal Patient Experiences
The Global Surgery Partnership
Provider Board Certification Status and Practice Patterns in Total Knee Arthroplasty
The Variables That Lead to Severe Action Decisions by the Liaison Committee on Medical Education
The Development and Preliminary Validation of a Rubric to Assess Medical Students’ Written Summary Statements in Virtual Patient Cases
Challenges to Learning Evidence-Based Medicine and Educational Approaches to Meet These Challenges
Laboratory Medicine Education at U.S. Medical Schools
Thirty Years Training Rural Physicians
Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System
Does Making the Numerical Values of Verbal Anchors on a Rating Scale Available to Examiners Inflate Scores on a Long Case Examination?
Evaluating Validity Evidence for USMLE Step 2 Clinical Skills Data Gathering and Data Interpretation Scores
A Narrative Review of High-Quality Literature on the Effects of Resident Duty Hours Reforms
The “Pillars” of Curriculum Reform