Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

Keynote webinar | Spotlight on medication adherence

LIVE: Thursday 27th June 2024, 18:00-19:30 (CEST)
Join our expert panel to discover why you need to understand the drivers of non-adherence in your patients, and how you can optimize medication adherence in your clinics to drastically improve patient outcomes.
ADVANCED SEARCH
Log in
Top
Journal of General Internal Medicine
Published in: Journal of General Internal Medicine 10/2019

01-10-2019 | Review Papaer

Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review

Authors: Jia Min Hee, MBBS, Hong Wei Yap, Zheng Xuan Ong, MBBS, Simone Qian Min Quek, MBBS, Ying Pin Toh, MBBS, MRCPCH, Stephen Mason, PhD, PGCHE, BA(Hons), Lalit Kumar Radha Krishna, MBChB, FRCP, FAMS, MA (Ethics), MA (Med Edu), PhD (Med Ethics)

Published in: Journal of General Internal Medicine | Issue 10/2019

Login to get access

Abstract

Background

Mentoring’s success has been attributed to individualised matching, holistic mentoring relationships (MRs) and personalised mentoring environments (MEs). Whilst there is growing data on matching and MRs, a dearth of ME data has hindered development of mentoring programme. Inspired by studies likening MEs to learning environments (LEs) and data highlighting common characteristics between the two, this systematic review scrutinises reports on LEs to extrapolate the findings to the ME context to provide a better understanding of ME and their role in the mentoring process.

Methods

Using identical search strategies, 6 reviewers carried out independent literature reviews of LEs in clinical medicine published between 1 January 2000 and 31 December 2015 using PubMed, ERIC, Cochrane Database of Systematic Reviews, Google Scholar and Scopus databases. Braun and Clarke’s (2006) approach to thematic analysis was adopted to circumnavigate LE’s evolving, context-specific, goal-sensitive, learner-tutor relationally dependent nature.

Results

A total of 4574 abstracts were identified, 90 articles were reviewed, and 58 full-text articles were thematically analysed. The two themes identified were LE structure and LE culture. LE structure regards the framework that guides interactions within the LE. LE culture concerns the values and practices influencing learner-tutor-host organisation interactions.

Discussion

LE is the product of culture and structure that influence and are influenced by the tutor-learner-host organisation relationship. LE structure guides the evolving tutor-learner-host organisation relationship whilst the LE culture nurtures it and oversees the LE structure. Similarities between LEs and MEs allow LE data to inform programme designers of ME’s role in mentoring’s success.
Appendix
Available only for authorised users
Literature
1.
Sambunjak D, Straus S, Marusic A. A Systematic Review of Qualitative Research on the Meaning and Characteristics of Mentoring in Academic Medicine. J Gen Intern Med 2009;25:72–78.PubMedPubMedCentralCrossRef
2.
3.
Sng J, Pei Y, Toh Y, et al. Mentoring relationships between senior physicians and junior doctors and/or medical students: A thematic review. Med Teach 2017;39:866–875.CrossRefPubMed
4.
5.
6.
Ikbal MFM, Wu JT, Wahab MT, Kanesvaran R, Krishna LKR. Mentoring in Palliative Medicine: Guiding Program Design through Thematic Analysis of Mentoring in Internal Medicine between 2000 and 2015. J Palliat Care Med. 2017;07(05).
7.
Tan B, Toh YL, Toh YP, et al. Extending Mentoring in Palliative Medicine-Systematic Review on Peer, Near- Peer and Group Mentoring in General Medicine. J Palliat Care Med. 2017;07(06).
8.
Tan Y, Teo S, Pei Y, et al. A framework for mentoring of medical students: thematic analysis of mentoring programmes between 2000 and 2015. Adv Health Sci Educ 2018;23(4):671–697.CrossRef
9.
Low CQT, Toh YL, Teo SWAet al. A narrative review of mentoring programmes in general practice. Educ Prim Care. 2018;1–9.
10.
White H, Buhr G, Pinheiro S. Mentoring: A Key Strategy to Prepare the Next Generation of Physicians to Care for an Aging America. J Am Geriatr Soc 2009;57:1270–1277.CrossRefPubMed
11.
Hauer K, Teherani A, Dechet A, et al. Medical students’ perceptions of mentoring: a focus-group analysis. Med Teach 2005;27:732–734.CrossRefPubMed
12.
Loo TWW, Ikbal MFM, Wu JT, et al. Towards a Practice Guided Evidence Based Theory of Mentoring in Palliative Care. J Palliat Care Med. 2017;07.
13.
Watson J, Clement D, Blom L, et al. Mentoring: Processes and Perceptions of Sport and Exercise Psychology Graduate Students. J Appl Sport Psychol 2009;21(2):231–246.CrossRef
14.
von der Borch P, Dimitriadis K, Stormann S, et al. A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis. GMS Z Med Ausbild. 2011;28(2):Doc26.PubMedPubMedCentral
15.
Clark R, Harden S, Johnson W. Mentor Relationships in Clinical Psychology Doctoral Training: Results of a National Survey. Teach Psychol 2000;27(4):262–268.CrossRef
16.
Allen T, Eby L, Lentz E. The relationship between formal mentoring program characteristics and perceived program effectiveness. Pers Psychol 2006;59(1):125–153.CrossRef
17.
Arthur M, Kram K. Mentoring at Work: Developmental Relationships in Organizational Life. Adm Sci Q 1985;30(3):454.CrossRef
18.
Wahab MT, Wu JT, Ikbal MFM, et al. Creating Effective Interprofessional Mentoring Relationships in Palliative Care- Lessons from Medicine, Nursing, Surgery and Social Work. J Palliat Care Med. 2016;06.
19.
Snell LS, Frank JR. Competencies, the tea bag model, and the end of time. Med Teach 2010;32(8):629–630.CrossRefPubMed
20.
Davis O, Nakamura J. A Proposed Model for an Optimal Mentoring Environment for Medical Residents: A Literature Review. Acad Med 2010;85:1060–1066.PubMedCrossRef
21.
Steele M, Fisman S, Davidson B. Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions. Med Teach 2012;35:e1130-e1138.PubMedCrossRef
22.
Straus S, Chatur F, Taylor M. Issues in the Mentor–Mentee Relationship in Academic Medicine: A Qualitative Study. Acad Med 2009;84:135–139.PubMedCrossRef
23.
Lindgren U. An empirical study of mentorship in higher education in Sweden [dissertation]. Sweden: Umeå University Department of Social Sciences at Umeå.
24.
25.
26.
Pinilla S, Pander T, von der Borch P, et al. 5 years of experience with a large-scale mentoring program for medical students. GMS Z Med Ausbild. 2015;32(1).
27.
Wu JT, Wahab MT, Ikbal MFM, et al. Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work. J Palliat Care Med. 2016;06.
28.
Allen TD, Eby LT, O’Brien KE, et al. The state of mentoring research: A qualitative review of current research methods and future research implications. J Vocat Behav 2018;73(3):343–357.CrossRef
29.
Pololi LH, Knight SM, Dennis K, et al. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Acad Med 2002;77(5):377–384.PubMedCrossRef
30.
Kalén S, Ponzer S, Silén C. The core of mentorship: medical students’ experiences of one-to-one mentoring in a clinical environment. Adv Health Sci Educ 2012;17(3):389–401.CrossRef
31.
Genn J. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach 2001;23:337–344.CrossRefPubMed
32.
The Executive Council, The World Federation for Medical Education. International standards in medical education: assessment and accreditation of medical schools’ - educational programmes. A WFME position paper. Med Educ. 1998;32:549–558.CrossRef
33.
34.
Report of the Standing Committee on Postgraduate Education (London). Good Practice in SHO Training. Londson Department of Health; 1991.
35.
Shochet R, Colbert-Getz J, Levine R, et al. Gauging Events That Influence Students’ Perceptions of the Medical School Learning Environment. Acad Med 2013;88:246–252.PubMedCrossRef
36.
Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Med Teach 2008;30(4):347–64.CrossRefPubMed
37.
Genn J. AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education – a unifying perspective. Med Teach 2001;23:445–454.PubMed
38.
Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach 2010;32:947–952.CrossRefPubMed
39.
Roff S, McAleer S, Harden R, et al. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach 1997;19:295–299.CrossRef
40.
Schönrock-Adema J, Heijne-Penninga M, van Hell E, et al. Necessary steps in factor analysis: Enhancing validation studies of educational instruments. The PHEEM applied to clerks as an example. Med Teach 2009;31:e226-e232.CrossRefPubMed
41.
Riquelme A, Herrera C, Aranis C, et al. Psychometric analyses and internal consistency of the PHEEM questionnaire to measure the clinical learning environment in the clerkship of a Medical School in Chile. Med Teach 2009;31:e221-e225.CrossRefPubMed
42.
Herrera C, Pacheco J, Rosso F, et al. Evaluation of the undergraduate educational environment in six medical schools in Chile. Rev Med Chil 2010;138(6):677–684.CrossRefPubMed
43.
Moher D, Liberati A, Tetzlaff J, et al. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ. 2009;339(jul21 1):b2535.PubMedPubMedCentralCrossRef
44.
45.
Strand P, Sjöborg K, Stalmeijer R, et al. Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM). Med Teach 2013;35(12):1014–1026CrossRefPubMed
46.
47.
48.
Abraham RR, Ramnarayan K, Pallath V, et al. Perceptions of academic achievers and under-achievers regarding learning environment of Melaka Manipal Medical College (Manipal campus), Manipal, India, using the DREEM Inventory. Southeast Asian J Med Educ 2008;2:48–54.
49.
Al-Ayed IH, Sheik SA. Assessment of the educational environment at the College of Medicine of King Saud University, RiyadhEast Mediterr Health J 2008;14(4):953–9.PubMed
50.
Al-Mohaimeed A. Perceptions of the educational environment of a new medical school, Saudi Arabia. Int J Health Sci 2013;7(2):150–9.CrossRef
51.
Alshehri SA, Alshehri AF, Erwin TD. Measuring the Medical School Educational Environment: Validating an Approach from Saudi Arabia. Health Educ J 2012;71(5):553–564.CrossRef
52.
53.
Avalos G, Freeman C, Dunne F. Determining the quality of the medical educational environment at an Irish medical school using the DREEM inventory. Ir Med J 2007;100(7):522–5.PubMed
54.
Belayachi J, Razine R, Boufars A, et al. Moroccan medical students’ perceptions of their educational environment. J Educ Eval Health Prof 2015;12:47.PubMedPubMedCentralCrossRef
55.
Bennett D, Kelly M, O’Flynn S. Are the bigger hospitals better: DREEM on? Ir J Med Sci 2010;179(4):515–9.CrossRefPubMed
56.
57.
Chinthammitr Y, Chierakul N. Learning environment and resident achievement. J Med Assoc Thail 2014;97(12):1269–73.
58.
Clapham M, Wall D, Batchelor A. Educational environment in intensive care medicine - Use of Postgraduate Hospital Educational Environment Measure (PHEEM). Med Teach 2007;29(6):e184-e191.CrossRefPubMed
59.
Colbert-Getz JM, Kim S, Goode VH, et al. Assessing medical students’ and residents’ perceptions of the learning environment: exploring validity evidence for the interpretation of scores from existing tools. Acad Med 2014;89(12):1687–93.CrossRefPubMed
60.
Dehghani M, Athar O, Ashourioun V, et al. A transitional curriculum for preparing medical students for internship, does it work? J Res Med Sci 2013;18(6):506–9.PubMedPubMedCentral
61.
Dreyer A, Gibbs A, Smalley S, et al. Clinical Associate students’ perception of the educational environment at the University of the Witwatersrand, Johannesburg. Afr J Prim Health Care Fam Med. 2015;7(1).
62.
Dyrbye LN, Thomas MR, Harper W, et al. The learning environment and medical student burnout: a multicentre study. Med Educ 2009;43(3):274–82.CrossRefPubMed
63.
Ebrahimi S, Kojuri J. Comparison of two educational environments in early clinical exposure program based on Dundee Ready Educational Environment Measure. J Adv Med Educ Prof 2013;1(1):36–37.
64.
Emilia O, Bloomfield L, Rotem A. Replication of a clinical learning environment survey for junior medical officers: a study of medical students in an Indonesian hospital. Focus on Health Professional Education 2005;7(3):36.
65.
Finn Y, Avalos G, Dunne F. Positive changes in the medical educational environment following introduction of a new systems-based curriculum: DREEM or reality? Curricular change and the Environment. Ir J Med Sci 2014;183(2):253–8.CrossRefPubMed
66.
Gan R, Snell L. When the learning environment is suboptimal: exploring medical students’ perceptions of “mistreatment”. Acad Med 2014;89(4):608–17.PubMedPubMedCentralCrossRef
67.
Haidet P, Kelly PA, Bentley S, et al. Not the same everywhere. Patient-centered learning environments at nine medical schools. J Gen Intern Med 2006;21(5):405–9.PubMedPubMedCentralCrossRef
68.
Hendelman W, Byszewski A. Formation of medical student professional identity: categorizing lapses of professionalism, and the learning environment. BMC Med Educ 2014;14:139.PubMedPubMedCentralCrossRef
69.
Hudson JN, Buckley P. An Evaluation of Case-Based Teaching: Evidence for Continuing Benefit and Realization of Aims. Teaching with Problems and Cases. Adv Physiol Educ 2004;28(1):15–22.CrossRefPubMed
70.
Jalili M, Hejri SM, Ghalandari M, et al. Validating modified PHEEM questionnaire for measuring educational environment in academic emergency departments. Arch Iran Med 2014;17(5):372–377.PubMed
71.
Karani R, Fromme HB, Cayea D, et al. How medical students learn from residents in the workplace: a qualitative study. Acad Med 2014;89(3):490–6.PubMedCrossRef
72.
Kashner TM, Henley SS, Golden RM, et al. Studying the effects of ACGME duty hours limits on resident satisfaction: results from VA learners’ perceptions survey. Acad Med 2010;85(7):1130–9.CrossRefPubMed
73.
Kavukcu E, Burgazli KM, Akdeniz M, et al. Family medicine and sports medicine students’ perceptions of their educational environment at a primary health care center in Germany: using the DREEM questionnaire. Postgrad Med 2012;124(5):143–50.CrossRefPubMed
74.
Kelly M, Bennett D, Muijtjens A, et al. Can less be more? Comparison of an 8-item placement quality measure with the 50-item Dundee Ready Educational Environment Measure (DREEM). Adv Health Sci Educ Theory Pract 2015;20(4):1027–32.CrossRefPubMed
75.
Khan AS, Akturk Z, Al-Megbil T. Evaluation of the learning environment for diploma in family medicine with the Dundee Ready Education Environment (DREEM) Inventory. J Educ Eval Health Prof 2010;7.PubMedPubMedCentralCrossRef
76.
Koohpayehzadeh J, Hashemi A, Soltani Arabshahi K, et al. Assessing validity and reliability of Dundee ready educational environment measure (DREEM) in Iran. Med J Islam Repub Iran 2014;28:60.PubMedPubMedCentral
77.
Koutsogiannou P, Dimoliatis ID, Mavridis D, et al. Validation of the Postgraduate Hospital Educational Environment Measure (PHEEM) in a sample of 731 Greek residents. BMC Res Notes 2015;8:734.PubMedPubMedCentralCrossRef
78.
Laack TA, Newman JS, Goyal DG, et al. A 1-week simulated internship course helps prepare medical students for transition to residency. Simul Healthc 2010;5(3):127–32.CrossRefPubMed
79.
Lam WW, Fielding R, Johnston JM, et al. Identifying barriers to the adoption of evidence-based medicine practice in clinical clerks: a longitudinal focus group study. Med Educ 2004;38(9):987–97.CrossRefPubMed
80.
Latta L, Tordoff D, Manning P, et al. Enhancing clinical skill development through an Ambulatory Medicine Teaching Programme: an evaluation study. Med Teach 2013;35(8):648–54.CrossRefPubMed
81.
Luciani E, Cerritelli F, Waters M, et al. Osteopathic student satisfaction and preparedness to practice: A comparative study. Int J Ostheopath Med 2014;17(1):28–37.CrossRef
82.
Macallan DC, Kent A, Holmes SC, et al. A model of clinical problem-based learning for clinical attachments in medicine. Med Educ 2009;43(8):799–807.CrossRefPubMed
83.
Makhdoom N, Khoshhal KI, Algaidi S, et al. ‘Blended learning’ as an effective teaching and learning strategy in clinical medicine: A comparative cross-sectional university-based study. J Taibah Univ Med Sci. 2013;8(1):12–17.
84.
Makhdoom NM. Assessment of the quality of educational climate during undergraduate clinical teaching years in the College of Medicine, Taibah University. J Taibah Univ Med Sci 2009;4(1):42–52.
85.
Mann KV, Holmes DB, Hayes VM, et al. Community family medicine teachers’ perceptions of their teaching role. Med Educ 2001;35(3):278–85.CrossRefPubMed
86.
Mladenovic J, Shea JA, Duffy FD, et al. Variation in internal medicine residency clinic practices: assessing practice environments and quality of care. J Gen Intern Med 2008;23(7):914–20.PubMedPubMedCentralCrossRef
87.
Mojaddidi MA, Khoshhal KI, Habib F, et al. Reassessment of the undergraduate educational environment in College of Medicine, Taibah University, Almadinah Almunawwarah, Saudi Arabia. Med Teach 2013;35 Suppl 1:S39–46CrossRefPubMed
88.
Mowafy M, Zayed M, Eid N. The Effect of Family Medicine Programs’ Educational Environment on Post graduate Medical Students’ Learning Perceptions, in Egypt. Egyptian Journal of Community Medicine. 2015;33(4).
89.
Naghizadeh Moogari Z, Koohpayehzadeh J, Roff S, et al. Psychometric analysis of the ambulatory care learning education environment measure (ACLEEM) in Iran. Med J Islam Repub Iran 2015;29:299.PubMedPubMedCentral
90.
Ottenheijm RP, Zwietering PJ, Scherpbie AJ, et al. Early student-patient contacts in general practice: an approach based on educational principles. Med Teach 2008;30(8):802–8.PubMedCrossRef
91.
Pales J, Gual A, Escanero J, et al. Educational climate perception by preclinical and clinical medical students in five Spanish medical schools. Int J Med Educ 2015;6:65–75.PubMedPubMedCentralCrossRef
92.
Reid WA, Duvall E, Evans P. Can we influence medical students’ approaches to learning? Med Teach 2005;27(5):401–7.PubMedCrossRef
93.
Reid WA, Evans P, Duvall E. Medical students’ approaches to learning over a full degree programme. Med Educ Online 2012;17.CrossRef
94.
Seabrook MA. Clinical students’ initial reports of the educational climate in a single medical school. Med Educ 2004;38(6):659–69.PubMedCrossRef
95.
Shankar PR, Bharti R, Ramireddy R, et al. Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study. J Educ Eval Health Prof 2014;11.PubMedPubMedCentralCrossRef
96.
Shankar PR, Dubey AK, Balasubramanium R. Students’ perception of the learning environment at Xavier University School of Medicine, Aruba. J Educ Eval Health Prof 2013;10.PubMedPubMedCentralCrossRef
97.
Smith CF, Mathias HS. Medical students’ approaches to learning anatomy: students’ experiences and relations to the learning environment. Clin Anat. 2010;23(1):106–14PubMed
98.
Tokuda Y, Goto E, Otaki J, et al. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan. BMC Med Educ 2010;10:35.PubMedPubMedCentralCrossRef
99.
Tsai JC, Chen CS, Sun IF, et al. Clinical learning environment measurement for medical trainees at transitions: relations with socio-cultural factors and mental distress. BMC Med Educ 2014;14:226.PubMedPubMedCentralCrossRef
100.
Vaughan B, Carter A, Macfarlane C, et al. The DREEM, part 1: measurement of the educational environment in an osteopathy teaching program. BMC Med Educ 2014;14:99.PubMedPubMedCentralCrossRef
101.
Vieira JE, Do Patrocínio Tenório Nunes M, De Arruda Martins M. Directing student response to early patient contact by questionnaire. Med Educ 2003;37(2):119–125.CrossRefPubMed
102.
Widyandana D, Majoor GD, Scherpbier AJ. Comparison of three clinical environments for pre-clinical clinical skills training. Med Teach 2011;33(11):928–32.PubMedCrossRef
103.
Young JE, Williamson MI, Egan TG. Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic. Adv Health Sci Educ Theory Pract 2016;21(1):63–77.CrossRefPubMed
104.
Zumberg MS, Broudy VC, Bengtson EM, et al. Preclinical Medical Student Hematology/Oncology Education Environment. J Cancer Educ 2015;30(4):711–718.PubMedCrossRef
105.
106.
Wear D, Skillicorn J. Hidden in Plain Sight: The Formal, Informal, and Hidden Curricula of a Psychiatry Clerkship. Acad Med 2009;84:451–458.CrossRefPubMed
107.
108.
109.
McGaghie WC, Miller GE, Sajid A, et al. Competency-based curriculum development in medical education. Public Health Pap 1978;(68):11–91.
110.
Iobst W, Sherbino J, Cate O, et al. Competency-based medical education in postgraduate medical education. Med Teach 2010;32:651–656.CrossRefPubMed
111.
Harris P, Snell L, Talbot M, et al. Competency-based medical education: implications for undergraduate programs. Med Teach 2010;32:646–650.CrossRefPubMed
112.
Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice. Med Teach 2010;32(8):638–645.CrossRefPubMed
113.
Holmboe E, Ward D, Reznick R, et al. Faculty Development in Assessment: The Missing Link in Competency-Based Medical Education. Acad Med 2011;86:460–467.CrossRefPubMed
114.
Holmboe ES, Sherbino J, Long DM, et al. The role of assessment in competency-based medical education. Med Teach 2010;32(8):676–682.PubMedCrossRef
115.
Miles S, Swift L, Leinster S. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Med Teach 2012;34:e620-e634CrossRefPubMed
116.
Roff S, McAleer S, Skinner A. Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational environment for hospital-based junior doctors in the UK. Med Teach 2005;27:326–331.CrossRefPubMed
117.
Mennin S. Self-organisation, integration and curriculum in the complex world of medical education. Med Educ 2010;44:20–30.CrossRefPubMed
Metadata
Title
Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review
Authors
Jia Min Hee, MBBS
Hong Wei Yap
Zheng Xuan Ong, MBBS
Simone Qian Min Quek, MBBS
Ying Pin Toh, MBBS, MRCPCH
Stephen Mason, PhD, PGCHE, BA(Hons)
Lalit Kumar Radha Krishna, MBChB, FRCP, FAMS, MA (Ethics), MA (Med Edu), PhD (Med Ethics)
Publication date
01-10-2019
Publisher
Springer International Publishing
Published in
Journal of General Internal Medicine / Issue 10/2019
Print ISSN: 0884-8734
Electronic ISSN: 1525-1497
DOI
https://doi.org/10.1007/s11606-019-05000-y

Other articles of this Issue 10/2019

Journal of General Internal Medicine 10/2019 Go to the issue

Original Research

Family Caregiver Skills Training to Improve Experiences of Care: a Randomized Clinical Trial

Concise Research Reports

Communicating a Prognosis: a Randomized Trial of Survival Rate Language

Editorial

Internal Medicine Point of Care Ultrasound: Indicators It’s Here to Stay

Capsule Commentary

Capsule Commentary on Gimm et al., Provider Experiences with a Payer-Based PCMH Program

Concise Research Reports

Prevalence of Medical Comorbidities in Adults with Autism Spectrum Disorder

Letter

Multidisciplinary Team Meetings—a Venue to Improve Team Engagement and Quality in Resident Continuity Clinic
Live Webinar | 27-06-2024 | 18:00 (CEST)

Keynote webinar | Spotlight on medication adherence

Reserve your place

Live: Thursday 27th June 2024, 18:00-19:30 (CEST)

WHO estimates that half of all patients worldwide are non-adherent to their prescribed medication. The consequences of poor adherence can be catastrophic, on both the individual and population level.

Join our expert panel to discover why you need to understand the drivers of non-adherence in your patients, and how you can optimize medication adherence in your clinics to drastically improve patient outcomes.

Prof. Kevin Dolgin
Prof. Florian Limbourg
Prof. Anoop Chauhan
Developed by: Springer Medicine
Obesity Clinical Trial Summary

At a glance: The STEP trials

Read more

A round-up of the STEP phase 3 clinical trials evaluating semaglutide for weight loss in people with overweight or obesity.

Developed by: Springer Medicine

Highlights from the ACC 2024 Congress

Year in Review: Pediatric cardiology

Pediatric Cardiology Video

Watch Dr. Anne Marie Valente present the last year's highlights in pediatric and congenital heart disease in the official ACC.24 Year in Review session.

Year in Review: Pulmonary vascular disease

Cardiopulmonary Comorbidity Video

The last year's highlights in pulmonary vascular disease are presented by Dr. Jane Leopold in this official video from ACC.24.

Year in Review: Valvular heart disease

Valvular Heart Disease Video

Watch Prof. William Zoghbi present the last year's highlights in valvular heart disease from the official ACC.24 Year in Review session.

Year in Review: Heart failure and cardiomyopathies

Heart Failure Video

Watch this official video from ACC.24. Dr. Biykem Bozkurt discusses last year's major advances in heart failure and cardiomyopathies.

ACC 2024 Congress Coverage

Year in Review: Heart failure and cardiomyopathies

Heart Failure Video

Watch this official video from ACC.24. Dr. Biykem Bozkurt discusses last year's major advances in heart failure and cardiomyopathies.

Watch now

Semaglutide benefits people with type 2 diabetes and obesity-related heart failure

16-04-2024 Type 2 Diabetes News

Incentivised to exercise

11-04-2024 Lifestyle Modifications News

New intervention for STEMI-related cardiogenic shock

10-04-2024 Myocardial Infarction News

» View more highlights on the ACC 2024 congress hub page

Image Credits