Coaching in Medical Education
The handbook was developed to offer best practices and recommendations for medical and health professions faculty who provide training for physicians-in-training and other clinicians.
Considerations for Medical Students and Advisors After an Unsuccessful Match
Read a paper examining the current Match landscape and discussing the environmental factors that affect that Match landscape such as increasing medical school enrollment without a corresponding increase in GME positions.
This paper also reviews historical data on unmatched MD students, discusses medical schools’ responsibilities to unmatched students and to society, and explores controversial issues related to unmatched students, including graduation delays and altering the Medical Student Performance Evaluation for subsequent Match applications.
Additionally, this paper outlines various pathways for unmatched students to secure a GME position in the future or to pursue an alternative, nonclinical position, and the authors share guidelines for advising unmatched students in the weeks and months following an unsuccessful Match.
These recommendations aim to clarify what options exist, and are practical, for unmatched students, with the hope that further study will enable the development of best practices in this area.
Experiences Moving Step 1 After Core Clinical Clerkships
Read a paper providing the perspectives of 8 MD-granting medical schools that have moved Step 1 after the core clerkships, describing their rationale, logistics of the change, outcomes and lessons learned.
The primary reasons these institutions cite for moving Step 1 after clerkships are to foster more enduring and integrated basic science learning connected to clinical care and to better prepare students for the increasingly clinical focus of Step 1.
Each school provides key features of the preclerkship and clinical curricula and details concerning taking Steps 1 and 2, to allow other schools contemplating change to understand the landscape. Most schools report an increase in aggregate Step 1 scores after the change.
Despite early positive outcomes, there may be unintended consequences to later scheduling of Step 1, including relatively late student reevaluations of their career choice if Step 1 scores are not competitive in the specialty area of their choice.
Although the optimal timing of Step 1 has yet to be determined, this article summarizes the perspectives of 8 schools that changed Step 1 timing, filling a gap in the literature on this important topic.
Abstracts, Videos from the AMA Medical Education Innovation Challenge
Access project abstracts (PDF) of students who were asked to turn med ed on its head by envisioning new solutions to education challenges.
Access video submissions of students who were asked to think big, think broad and think beyond the status quo. Innovation challenge winners received cash awards and had the opportunity to present their vision for the medical school of the future to medical education leaders.