Psychological safety in the clinical learning environment is essential for learning and thriving. The authors aimed to leverage the leadership position and influence that chief residents hold and invited them to participate in a longitudinal professional development curriculum designed to provide them with the tools to promote psychological safety. A total of 66 chief residents from 25 residency programs, along with 18 faculty allies, participated in 5 workshops, which were designed to increase their understanding of and effective responses to workplace mistreatment or bias directed toward trainees. These skills-based workshops focused on effective coaching, conflict management, and self-regulation of emotions for themselves and their trainees. There was a significant improvement in self-reported efficacy in these domains at the completion of the curriculum and evidence of behavior change as assessed by baseline and final case scenario responses. Additionally, the relationship building that resulted by bringing all chief residents together further enhanced the curriculum's impact as assessed qualitatively. Providing chief residents with skills and resources to become change agents through a longitudinal curriculum in a cohort model improves individual self-efficacy and responses to exemplar cases. Assessment of the overall impact on individual programs and institutional climate is planned.

Language is more than the use of words for pragmatic purposes, and language and thought are intertwined in complex ways. In medical contexts, the relational and dynamic nature of language requires that individuals pay close attention not only to the information communicated but also to how its delivery and reception impact inclusion. Adopting inclusive language principles can play a key role in those in academic medicine living up to the values of equity and inclusion, as they manifest in each of the 5 missions of academic medicine: scientific discovery, education, clinical care, collaboration with communities and partners, and standards of equity, professionalism, and ethics.In this commentary, the authors explore inclusive language as it applies to 3 topics that have rapidly evolved in academic medicine: gender inclusivity, linguistic attributes, and trauma-informed language. For each of these topics, the authors describe practical examples of how inclusive language can be applied across multiple settings in academic medicine-including the patient-physician relationship, medical education, and scholarly writing-by centering the perspectives of those who have been marginalized or excluded. When holding scholars, physicians, and leaders in academic medicine accountable for their use of inclusive language, humility should be balanced with competence. Specifically, linguistic humility should be paired with skills-building efforts and an attitude of life-long learning, and reacting to mistakes should be coupled with restorative justice approaches to address harm and proactive strategies to maximize inclusivity. Inclusive language efforts must be like the slow and steady tortoise-to be effective and authentically rigorous, academic medicine must be intentional and consistent in driving equitable and inclusive practices that support sustained participation, engagement, belonging, and thriving.

Despite the importance of socioeconomic status (SES) diversity within the health care workforce, little progress has been made toward this elusive goal. Although centuries of structural disadvantage underlie this stagnation, medical schools are well positioned to increase enrollment and retention of students from low-SES backgrounds. In this research report, the authors investigate existing efforts in undergraduate medical education to improve SES diversity.

Large Language Models (LLMs) are a type of generative artificial intelligence (AI) that produce realistic-sounding language in response to text prompts, giving AI the capability to simulate human discourse in various domains, including medical education.1 The pace of technological advancement is staggering, which comes with promise and peril. This Last Page summarizes some potential LLM uses in medical education.2 However, AI is rapidly advancing, and these uses will likely evolve as well.

Competency-based time-variable (CBTV) graduate medical education (GME) has been implemented in Canada, Europe, and the United States, yet its perceived value has not been explored. Promotion in Place (PIP) is a CBTV GME program in which residents graduating early advance to attending status with "sheltered independence" until the standard graduation date. This study describes perceived value of CBTV GME and PIP at Mass General Brigham by capturing diverse stakeholder perspectives.

Patients present with sexual and reproductive health needs in a variety of clinical settings, so knowing when and how to elicit a relevant sexual history is critical in any specialty. This work examined whether reinforcing the surgical relevance of sexual health with an integrated training improved third-year medical students' sexual history-taking.

Academic medical centers struggle with the high cost of care, reduced reimbursement, intense competition, and low profit margins. Many factors, including a high proportion of publicly insured patients, a model rewarding procedural specialties, and research and educational support burden, led to faculty salary inequities, physician disengagement, and difficulty recruiting.

Virtual patients (VPs) are increasingly used in health care professions education to support clinical reasoning (CR) development. However, the extent to which feedback is given across CR components is unknown, and guidance is lacking on how VPs can optimize CR development. This systematic review sought to identify how VPs provide feedback on CR.

This study examines the feasibility and psychometric results of an assessment of entrustable professional activities (EPAs) as a core component of the clinical program of assessment in undergraduate medical education, assesses the learning curves for each EPA, explores the time to entrustment, and investigates the dependability of the EPA data based on generalizability theory (G theory) analysis.

Serious games are increasingly used in medical education to actively engage learners. Analog serious games are a nondigital subset of serious games with specific purposes that go beyond entertainment. This scoping review describes the literature pertaining to analog serious games and provides recommendations regarding gaps and emerging directions for future research.