Journal of general internal medicine
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Institutional Review Boards (IRBs) in the United States play a crucial role in ensuring the ethical conduct of clinical trials, including assessing the scientific merit of studies to justify the risks to participants. However, prior research suggests that many IRBs do not systematically evaluate scientific merit, raising concerns about the approval of low-quality trials. ⋯ IRB guidance materials vary in their coverage of scientific merit dimensions, with significant gaps in areas critical for assessing study quality. Strengthening guidance materials by including comprehensive instructions for all 15 dimensions could improve IRB assessments of scientific merit, thereby enhancing the ethical oversight of clinical trials.
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Despite increasing attention on health literacy and the inclusion of grade reading level recommendations in guidelines, it remains unclear if lowering the grade reading level of written health information to specific target grades improves patient-related outcomes. ⋯ ACTRN12623000224628p.
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Structured faculty development programs focused on integrating health equity into medical education curricula remain limited. ⋯ Program strengths included its interdisciplinary nature, creating a space to address isolation experienced by faculty working to advance health equity within their departments, advancement of skills to integrate health equity into their teaching contexts, and the opportunity for participants to envision their scholarship as part of a more extensive approach within the social determinants of health, health equity, and community health framework.
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Management reasoning (MR) is a key domain of clinical reasoning that is distinct from the more heavily studied and taught diagnostic reasoning (DR). Despite MR's importance to patient care, there are few published strategies for incorporating MR education into the clinical learning environment. In this perspective, the authors review key theories and clinical principles relevant to MR and integrate these concepts with previously described tools for teaching MR to provide frontline clinical teachers with practical, theory-informed framework for teaching MR during inpatient rounds.