In academic medicine, publication has often been treated as the endpoint of scholarship. In today's crowded digital environment, however, publication alone does not ensure that important work will be seen, discussed, or...In academic medicine, publication has often been treated as the endpoint of scholarship. In today's crowded digital environment, however, publication alone does not ensure that important work will be seen, discussed, or used. This commentary argues that dissemination is an essential part of scholarship and that social media, when used thoughtfully, can play an important role in extending the reach and visibility of scholarly work. The authors make three central arguments. First, increasing the visibility of scholarship is a legitimate scholarly aim, not merely a marketing exercise, because greater visibility can help scholarship reach relevant audiences, stimulate engagement, and generate evidence of dissemination that complements traditional markers of impact. Second, concerns about self-promotion are understandable but should be reframed. Sharing one's work is more appropriately viewed as an act of scholarly dissemination and knowledge translation than as self-congratulatory or performative. Third, the authors offer practical, evidence-informed strategies for promoting scholarship on social media, including identifying target audiences, making scholarship easy to find and share, choosing platforms strategically, translating papers into accessible take-home messages, using visuals, posting more than once, involving coauthors and institutions in dissemination, using hashtags and at-mentions strategically, and documenting evidence of reach and engagement. The authors also note that the social media landscape has changed substantially in recent years, suggesting the need for updated research on newer and evolving platforms. Overall, they contend that helping scholarship reach the audiences who may benefit from it is not peripheral to academic work, but an important component of scholarly dissemination in contemporary academic medicine.
Multiple international reports, peer-reviewed studies, and medical organizations have documented that climate change-defined as the rapid, long-term shifts in global temperatures and weather patterns driven primarily by...Multiple international reports, peer-reviewed studies, and medical organizations have documented that climate change-defined as the rapid, long-term shifts in global temperatures and weather patterns driven primarily by human activities, such as the burning of fossil fuels-is already affecting human health and well-being. Recently, many health professional organizations have called upon current and future health professionals to acquire the knowledge, skills, and agency to address this public health threat. The Climate Resources for Health Education (CRHE) project was created by students, trainees, and faculty through the Global Consortium on Climate and Health Education to address this gap. The CRHE program provides organized, comprehensive, evidenced-based, peer-reviewed, and freely accessible climate health learning resources that can be delivered in standalone sessions or integrated into existing curricula. This manuscript details the innovative, grassroots, and trainee-led approach to developing this educational resource, designed to support educators and learners to incorporate climate change and planetary health information into health curricula. To date, there have been over 400 unique individuals consisting of trainees and faculty that have contributed to the CRHE project. A survey of a small subset of CRHE volunteers (34 respondents of 95 invited volunteers) demonstrated that CRHE participation had positive impact on reciprocal mentorship, knowledge gained in climate and health, and experience in curriculum development. In summary, the CRHE program is a comprehensive, free online resource that aims to help close the gap between the documented health impacts of climate change and the extent of its integration into medical education.
PROBLEM: Early career researchers in low- and middle-income countries (LMICs) face substantial barriers when writing research grants and have limited writing support. A designathon approach was applied to organize a gran...PROBLEM: Early career researchers in low- and middle-income countries (LMICs) face substantial barriers when writing research grants and have limited writing support. A designathon approach was applied to organize a grant writing workshop (grant-o-thon) tailored for early-career LMIC researchers. This study describes the planning, implementation, and participant-reported outcomes of the grant-o-thon as a participatory training approach. APPROACH: Grant-o-thons were organized in 2023, 2024, and 2025. Consistent with the designathon model, the grant-o-thon was structured in three stages: preparation using co-creation with end-users, intensive collaborative teamwork supported by mentor feedback and weekly writing deliverables, and structured follow-up. Each grant-o-thon consisted of six weekly 90-minute online sessions focused on US NIH grant writing. Each session included a 30-minute didactic lecture open to all and a 60-minute small-group activity for participants who submitted specific aims. Small group participants were matched with coaches and assigned to groups based on research interests. Follow-up surveys assessed self-reported skills, mentorship experiences, and later grant-related activities. Survey data were analyzed descriptively, and open-ended responses were analyzed thematically. OUTCOMES: A total of 221 participants attended the didactic lectures, and 32 joined the small group activities. Among 60 survey respondents, 51 (85%) were from LMICs. Participants in both formats reported higher self-assessed grant-writing competencies after the program. Many described peer mentorship as a valuable component of the experience. In 2025 follow-up data, small-group participants reported higher NIH grant submission rates than lecture-only participants (P = .0097). NEXT STEPS: These findings suggest that this designathon-informed grant-writing program was feasible and acceptable for early-career LMIC researchers. Future iterations will focus on strengthening post-grant-o-thon mentorship and deepening partnerships with existing global health training programs. In light of limited grant-writing support, adaptation of this participatory model may be warranted.
As podcasts become more popular, health care professionals might be invited to be podcast guests to discuss their scholarship or serve as a subject-matter expert. The purpose of this Last Page is to serve as a guide for...As podcasts become more popular, health care professionals might be invited to be podcast guests to discuss their scholarship or serve as a subject-matter expert. The purpose of this Last Page is to serve as a guide for speakers as they prepare for a podcast appearance.
Patient- or family-centered rounding is an interdisciplinary practice in which the planning, delivery, and evaluation of health care occur at the bedside with decision-making shared between the care team and patient/fami...Patient- or family-centered rounding is an interdisciplinary practice in which the planning, delivery, and evaluation of health care occur at the bedside with decision-making shared between the care team and patient/family. In this AM Last Page, the -authors describe the practice of patient-centered rounding and offer strategies for effective implementation to optimize -patient care delivery and trainee learning.
To promote the broader adoption of change management in academic medicine, the authors introduce the Campfire Model. This systematic framework, which leverages some traditional models and is inspired by fire-building pri...To promote the broader adoption of change management in academic medicine, the authors introduce the Campfire Model. This systematic framework, which leverages some traditional models and is inspired by fire-building principles, can guide institutional change efforts.
In this AM Last Page, the authors share visualization strategies that can be used to communicate curricular change as part of the Awareness, Desire, Knowledge, Ability, and Reinforcement (ADKAR) change management model....In this AM Last Page, the authors share visualization strategies that can be used to communicate curricular change as part of the Awareness, Desire, Knowledge, Ability, and Reinforcement (ADKAR) change management model. Compared to other change management models, ADKAR's focus on individual change is particularly effective at addressing personal responsibility and sustaining adoption.
PROBLEM: Concordance-based tools, such as the Concordance of Professional Judgment (CoPJ) tool, allow students to practice ethical decision-making and professionalism under uncertain conditions, but developing high-quali...PROBLEM: Concordance-based tools, such as the Concordance of Professional Judgment (CoPJ) tool, allow students to practice ethical decision-making and professionalism under uncertain conditions, but developing high-quality CoPJ items (including writing vignettes and convening expert panels) is resource intensive. Thus, programs often lack the practical infrastructure needed to integrate the CoPJ into curricula at the scale necessary for repeated learner practice. Large language models (LLMs) may help address this burden, but a transferable process to generate CoPJ items aligned with local ethics frameworks and expert oversight is needed. APPROACH: This study implemented and evaluated a transferable process for generating CoPJ items using general purpose LLMs. Using a generic zero-shot prompt, ChatGPT-5 Thinking and Gemini 2.5 Pro were each prompted to generate one CoPJ item for all 28 topics in the Turkish Medical Association's ethical declarations (56 items total) in August 2025. OUTCOMES: Between August and September 2025, 2 faculty reviewers independently rated each LLM-generated item using a 20-criterion checklist and 4-level global suitability judgment (accepted, minor revision, major revision, rejected), with adjudication as needed. Gemini 2.5 Pro achieved 96.4% overall global suitability, with 27/28 items judged to be suitable (accepted or minor revision). ChatGPT-5 Thinking's overall global suitability was 89.3% (25/28). Gemini 2.5 Pro had an overall mean checklist success score of 97.5% (19.5/20), and ChatGPT-5 Thinking had a score of 89.0% (17.8/20). NEXT STEPS: Future work will examine how LLM-generated CoPJ items function in real learning environments, including a planned learner-based comparison with human-written items. Additional studies across languages, professional programs, and cultural contexts will further help determine the broader adaptability of this process.
PURPOSE: To evaluate the correlation between occupational burnout and depression, frequency with which they coexist, how often one condition may be present in the absence of the other, and their association with suicidal...PURPOSE: To evaluate the correlation between occupational burnout and depression, frequency with which they coexist, how often one condition may be present in the absence of the other, and their association with suicidal ideation. METHOD: The authors conducted a secondary analysis of cross-sectional national surveys of practicing US physicians (conducted October 19, 2023-March 3, 2024) and residents/fellows ("trainees"; conducted November 30, 2023, to January 2, 2024). They measured correlation between emotional exhaustion (EE) and depersonalization (DP) scores using the Maslach Burnout Inventory and depression T-scores using the National Institutes of Health Patient Reported Outcomes Measurement Information System Depression scale. RESULTS: A total of 5,993 practicing physicians and 2,676 trainees were included in the analysis. The pooled R2 value between EE and depression scores for physicians and trainees was 0.42 (P < .001) and between DP and depression scores was 0.28 (P < .001). Among the 4,087 practicing physicians with normal depression scores, 1,201 (29.4%) had high EE and/or high DP. Among the 1,601 trainees with normal depression scores, 485 (30.3%) had high EE and/or high DP. On multivariable logistic regression adjusting for age, gender, relationship status, and work hours, each 1-point increase in depression T-score was associated with 15% higher odds of suicidal ideation among practicing physicians (OR 1.15; 95% CI: 1.13-1.17; P < .001) and trainees (OR 1.15, 95% CI: 1.13-1.17; P < .001). No statistically significant association between EE or DP scores and suicidal ideation was observed. CONCLUSIONS: Occupational burnout and depression are correlated but distinct constructs with distinct outcomes. Less than half the variation in burnout is explained by depression (and vice versa). Population health approaches to improve physician well-being should address both conditions. Organizational efforts should go beyond providing support for individuals experiencing distress and also address the work environment factors that contribute to it.
This Last Page introduces the intuitive 3C Model (Context, Creation, Clarity), a simplified prompt engineering framework designed to help medical educators effectively and confidently integrate generative artificial inte...This Last Page introduces the intuitive 3C Model (Context, Creation, Clarity), a simplified prompt engineering framework designed to help medical educators effectively and confidently integrate generative artificial intelligence into teaching practices.
This Last Page provides a guide that can help trainees and faculty navigate the quality improvement process, introduce them to available resources, and become valuable agents of change.This Last Page provides a guide that can help trainees and faculty navigate the quality improvement process, introduce them to available resources, and become valuable agents of change.
This Last Page presents a simple, learner-centered ABC framework to help students respond thoughtfully to public humiliation, protect their sense of identity, and move forward in a phased manner without reinforcing cycle...This Last Page presents a simple, learner-centered ABC framework to help students respond thoughtfully to public humiliation, protect their sense of identity, and move forward in a phased manner without reinforcing cycles of harm.
This AM Last Page provides a visual depiction of how to best implement successful hybrid learning practices in academic -medicine using the Community of Inquiry conceptual framework.This AM Last Page provides a visual depiction of how to best implement successful hybrid learning practices in academic -medicine using the Community of Inquiry conceptual framework.
The educator portfolio complements the curriculum vitae as a holistic representation of a medical educator's teaching philosophy and contributions to the educational field beyond research and publications. This Last Page...The educator portfolio complements the curriculum vitae as a holistic representation of a medical educator's teaching philosophy and contributions to the educational field beyond research and publications. This Last Page proposes adding a track record of coaching activities into the mentoring section of the educator portfolio and details the following essential elements to include: (1) learner details, (2) coached areas, and (3) coaching outcomes.