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Ensuring the well-being of medical students, including historically marginalized groups, is essential for individual success and the vitality of the medical field. Beyond considerations of equity, enhancing the well-being of women in medicine strengthens the effectiveness and diversity of the medical workforce. Existing research has identified distinct stressors faced by women medical students, prompting investigation into gender disparities in stress, the hidden curriculum, and the minority tax. A survey was conducted among medical students enrolled at the University of Wisconsin School of Medicine and Public Health in August 2023. Questions assessed stress levels and experiences related to the hidden curriculum and minority tax. Findings revealed a significant gender-based stress gap, with women reporting higher stress levels than men. While not statistically significant, gender differences in the impact of the hidden curriculum trended towards statistical significance (P = .09). Perceptions of minority tax burden were similar between women and men. Recommendations to reduce the gender disparities include establishing student-led peer support groups, implementing preclinical workshops to demystify the hidden curriculum, offering regular stress management and resilience-building sessions, and providing faculty diversity training to foster an inclusive learning environment. Future directions include expanding the project's scope through focus groups and longitudinal, multisite studies to explore intersecting identities - such as race, parenthood, caregiving responsibilities, leadership roles, and lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) status - and their impact on well-being. Gender parity in medical school matriculation has not eliminated disparities in student well-being. System-level interventions and targeted support for women medical students are needed to promote equity and foster an inclusive educational environment.

The declining number of physician-scientists, due in part to limited early research exposure and a lack of institutional support, may slow discoveries that improve population health. Prior studies suggest that early research experiences promote interest in academic medicine careers, yet disparities in research participation may emerge early. This study evaluated research participation among medical students at the University of Wisconsin School of Medicine and Public Health, focusing on potential disparities and the impact of a funded, mentored summer scholarly concentration program on completing a Path of Distinction in Research (POD-R), a track for longitudinal research training and productivity. We analyzed data from 794 students who graduated between 2020 and 2024. Key variables included participation in the scholarly concentration program, POD-R completion, and sociodemographic factors. Logistic regression models assessed sociodemographic and academic predictors of participation in each program. Among the cohort, 75% (N = 592) participated in the scholarly concentration program and 19% (N = 153) completed POD-R. No significant differences were found by gender, underrepresented in medicine status, or Wisconsin residency. Participation in the scholarly concentration program was strongly associated with POD-R completion (OR, 3.75; 95% CI, 2.14-6.58). Participation in an early, inclusive, funded scholarly concentration program increased the likelihood of students from different backgrounds taking the next step in their research development. Such programs may play a critical role in strengthening the development of physician-scientists and promoting equity in academic medicine.

The outcomes of the Wisconsin Academy for Rural Medicine (WARM) of the University of Wisconsin School of Medicine and Public Health (UWSMPH) were assessed. Measures included WARM graduates' practice locations, specialty outcomes, and the influence of program elements on commitment to work with rural populations. A review of 106 WARM and 925 non-WARM graduates from 2011 through 2017 was conducted. Stratified chi-square tests of independence and corresponding odds ratios were calculated to examine associations between program type, practice location, and specialty. Exit survey data from graduating WARM students (2020-2023) were analyzed to identify activities perceived as most influential in preparing for rural practice. WARM graduates had significantly higher odds of practicing in rural areas, in Wisconsin, and in both primary and specialty care compared with non-WARM graduates. Among graduates practicing in Wisconsin, WARM alumni had increased odds of practicing rurally and in primary care. Survey respondents rated interaction with rural physicians and staff as the most important activity for increasing commitment to rural practice. WARM graduates are substantially more likely than non-WARM graduates to practice in rural Wisconsin, regardless of specialty. Immersive rural experiences, particularly interaction with rural physicians and staff, appear critical in preparing students for rural practice. These findings highlight the effectiveness of rural-focused medical education in addressing physician shortages and improving access to care in underserved communities.

The adoption of artificial intelligence (AI) in image generation raises concerns about potential bias, as these technologies may not accurately reflect the populations represented in the images they create. This study examined whether AI-generated images of medical students accurately represent the diversity of the current US medical student population. Using the DALL-E (Open AI) image-generation algorithm, we created 300 images with the text prompt "medical student." Two researchers independently analyzed images for demographic indicators, including perceived sex, race/ethnicity, age group, setting, and attire. Descriptive statistics summarized the data, and subgroup analyses assessed differences in portrayals by sex and race/ethnicity. Demographic proportions in the virtual cohort were graphically compared with Association of American Medical Colleges enrollment data. Of the 300 generated images, 227 (76%) were females and 223 (74%) were White, indicating overrepresentation compared with actual medical school demographics. Black and Latino/Hispanic students were more commonly depicted in scrubs compared to White students, who were often portrayed in white coats or collared shirts (P = .002). No images represented Native American/Alaskan Native or Native Hawaiian/Pacific Islander students. AI-generated images of medical students demonstrated significant demographic disparities, indicating potential bias in these technologies. Such biased portrayals may perpetuate stereotypes and hinder diversity efforts. Future research should identify and address these biases to promote more equitable and inclusive applications of AI tools.

The subjective nature of medical student personal statements creates potential for bias during residency recruitment. This research examines how thematic content differs by applicant race and gender. A textual analysis of personal statements submitted by applicants to a family medicine residency program was conducted using linguistic analysis software to evaluate the associations between demographic characteristics and thematic content. A total of 487 personal statements were analyzed. Identified themes included "My Achievements," "My Clinical Vignettes," "My Life," "My Traits and Values," "My Residency Program Fit," "My Future Practice," and "My Goals as a Doctor." Themes of "My Achievements" and "My Clinical Vignettes" were overrepresented in statements from female applicants (&#x3c7;2&#x2009;=&#x2009;9, P&#x2009;<&#x2009;.01; &#x3c7;2&#x2009;=&#x2009;12, P&#x2009;<&#x2009;.01, respectively). "My Life" was overrepresented in statements from male applicants (&#x3c7;2&#x2009;=&#x2009;5, P&#x2009;<&#x2009;.01). "My Residency Fit" was overrepresented among White applicants (&#x3c7;2&#x2009;=&#x2009;7, P&#x2009;&#x2009;.01), and "My Achievements" was overrepresented among applicants identified as underrepresented in medicine (&#x3c7;2&#x2009;=&#x2009;20, P&#x2009;<&#x2009;.01). WARM graduates are substantially more likely than non-WARM graduates to practice in rural Wisconsin, regardless of specialty. Immersive rural experiences, particularly interaction with rural physicians and staff, appear critical in preparing students for rural practice. These findings highlight the effectiveness of rural-focused medical education in addressing physician shortages and improving access to care in underserved communities.

Musculoskeletal (MSK) conditions are frequently encountered by physicians in emergency and primary care settings. An orthopedic surgery elective provides an opportunity for medical students to develop knowledge and skills in evaluating and managing these conditions; however, increasing subspecialization and limited curricular time may restrict exposure to the breadth of MSK pathology. A standardized video lecture series covering common orthopedic conditions was developed for use during 2-week orthopedic surgery elective for third-year medical students at a single academic institution. Students completing the elective during May 2023 to April 2024 completed a 50-question pre-rotation knowledge assessment and were instructed to complete the video curriculum during the rotation. The same 50 question assessment was administered at the end of the rotation. Students also completed a 4 item qualitative survey evaluating the perceived educational value of the lecture series. All 24 students (100%) completed the pre- and post-rotation assessments. Post-rotation scores were 4.96 points higher (9.9%) than pre-rotation scores (P&#x2009;=&#x2009;.0052). Nineteen students (79%) completed the post-rotation survey; 89.5% agreed or strongly agreed that the lectures improved their general knowledge of orthopedic topics, and 52.6% agreed or strongly agreed that the lectures adequately prepared them for the post-rotation assessment. Students demonstrated significant improvement in MSK knowledge after completing a 2-week orthopedic surgery rotation that incorporated a standardized video curriculum. Survey findings suggest the curriculum enhanced students' confidence in understanding MSK pathology and may help address educational gaps resulting from subspecialty based clinical assignments.

With the transition of United States Medical Licensing Examination (USMLE) Step 1 to pass/fail scoring, medical students have increasingly turned to research to strengthen their residency applications. However, the variability in residency research expectations leaves the impact of scholarly work on match outcomes unclear. We conducted a survey among fourth-year medical students at a large academic medical school in the Midwest to evaluate their perceptions of the role of scholarly work in residency applications and match outcomes. Of the 55 students who matched, the majority (53%) reported that more than half of their residency interviews included discussions about their scholarly projects. A substantial majority (78%) believed that presenting and/or publishing their scholarly work contributed to securing their residency positions. Our findings indicate that students generally view scholarly work as valuable for residency applications. However, there is a clear need for a consistent and objective standard for how residency programs evaluate scholarly work.

Physician faculty play key roles as medical student educators, often opting into these roles early in their careers. The incentives and barriers for early career faculty participation in medical student education have not been well elucidated. This quality improvement project examined the incentives and barriers perceived by early career faculty in 2 large clinical departments (Medicine and Surgery) at the University of Wisconsin School of Medicine and Public Health (UWSMPH) and identified potential improvements to support participation and satisfaction in medical student education. We conducted a qualitative quality improvement project using semistructured interviews with 22 early career faculty from the Department of Medicine and the Department of Surgery at UWSPMH during June and July 2023. Interviews were analyzed using inductive thematic analysis. Among 22 early career faculty interviewed (11 from Medicine, 11 from Surgery), the top incentives for participation included personal fulfillment (72% Medicine, 81% Surgery) and promotion (45% Medicine, 36% Surgery). The main disincentive for both groups was lack of time (81%). Suggested improvements included increased protected time, financial incentives, enhanced faculty development, and clearer communication of teaching opportunities. Participants from both departments agreed that key incentives for participation in medical student education include personal fulfillment and a clear path to promotion, whereas time constraints remain the major disincentive. Potential solutions include increased protected time and more organized communication of teaching opportunities.

Clinical empathy is a pillar of medical practice, with evidence demonstrating improved clinical outcomes and patient resilience when physician empathy is employed effectively. Despite its well-established value, studies indicate that empathy declines significantly during the third year of medical school. To examine how medical students perceive the importance of empathy in patient care and to identify preferred methods for teaching empathy within the medical curriculum. A survey was distributed to 456 third- and fourth-year medical students at the Medical College of Wisconsin during August and September 2018. The response rate was 39%. Chi-square analyses compared perceptions between genders and between year groups. Students who declined to identify gender were excluded from gender-based analyses. Fourth-year students were significantly more likely than third-year students to report that working with attending physicians increased their empathy (50% vs. 34.3%, P&#x2009;&#x2009;=&#x2009;.034). Female students were more likely than male students to believe that empathy improved patient outcomes (100% vs 89.2%, P&#x2009;&#x2009;=&#x2009;.003). Educational preferences also differed by gender. Medical students recognize empathy as an essential aspect of clinical care. Clinical experiences, particularly interactions with attending physicians, may enhance empathy training, and gender-based differences in educational preferences highlight the need for diversified, learner-responsive instructional methods.

Limited data exist regarding mock oral competency exams (MOCEs) and their impact on junior surgery residents, who are commonly assessed with written posttest exams. The COVID-19 pandemic also affected surgical education. Therefore, we evaluated interns' perceived impact of MOCEs, including satisfaction compared with written posttest exams and the potential impact of the COVID-19 pandemic. From 2017 through 2022, surgery interns participated in MOCEs consisting of two clinical scenarios per intern. Participants completed surveys evaluating the perceived impact of MCOEs using 5-point ordinal scales and yes/no responses. A positive response was defined as good, slightly better, excellent, significantly better, or yes. Fifty-nine of 73 interns (80.8%) completed the survey; 54 (91.5%) reported that MOCEs provided an improved review of material compared with written posttest exams. This correlated with average positive ratings indicating MOCEs were a valued educational activity (98.3%), a personal challenge (89.8%), a dynamic quality teaching method (93.2%), beneficial through observation of colleagues' examinations (94.9%), and an improvement in knowledge and application of didactic material (84.7%) (Spearman &#x3c1;&#x2009;=&#x2009;0.44, P&#x2009;<&#x2009;.001). The postpandemic cohort (N&#x2009;=&#x2009;23) rated MOCEs as more valuable than the prepandemic cohort (n&#x2009;=&#x2009;36) (mean 4.7&#x2009;&#xb1;&#x2009;0.4 vs mean 4.3&#x2009;&#xb1;&#x2009;0.5, P&#x2009;&#x2009;=&#x2009;.004, Cohen d&#x2009;=&#x2009;0.80). MOCEs may serve as an effective tool for applying knowledge during the formative years of surgical training. Interns affected by COVID-19 reported higher perceived benefits, potentially reflecting increased importance of competency-based and in-person education. MOCEs warrant further study and may be valuable to incorporate early in residency training.

Promotion pathways for clinician educators (CEs) at academic institutions can be unclear, partially due to the specialization of faculty in education and the heterogeneity of their roles. Little specific guidance exists on promotion for CEs; therefore, we examined the lived experiences of recently promoted faculty to identify successful strategies that help early career CEs achieve promotion. We conducted a qualitative study utilizing semistructured interviews of 19 associate and full professors to explore their successes, missteps, what they would have done differently, and advice to early-career faculty. Inductive analysis included individual review and group consensus. After generating codes and collapsing them into themes, we used the Social Cognitive Career Theory framework for higher-level analysis. Themes were organized into 2 categories: (1) advice for new CEs and (2) what institutions should offer. Individual strategies included finding mentors and sponsors, developing scholarship in education, and establishing career direction. Institutional strategies included providing formal or informal training, ensuring protected time, and minimizing nonmeaningful work for early-career faculty. Given the lack of specificity in promotion guidelines for CEs, these themes offer guidance from faculty who successfully navigated promotion. These can inform both early-career faculty and departments seeking to support CE advancement. Successful promotion for CEs depends on mentorship and sponsorship, scholarship development, career direction, and institutional support. These findings provide actionable strategies for faculty and leadership to improve clarity and equity in promotion processes.

Point-of-care ultrasound (POCUS) is an increasingly common tool to address pointed clinical management and diagnostic questions in real time. The implementation of POCUS into graduate medical education, specifically in internal medicine training, has varied. This heterogeneity is likely due to several factors, including availability of ultrasound equipment, faculty with appropriate training, cost of equipment and curriculum development, and perceived utility in its application. To further address the question of perceived utility, we surveyed internal medicine residents and faculty at an urban academic medical center in Milwaukee, Wisconsin without an established longitudinal POCUS curriculum. Surveyed residents consisted of internal medicine residents (postgraduate year [PGY] 1-3) and combined internal medicine-pediatric residents (PGY1-4). The faculty surveyed had completed training in general internal medicine and several internal medicine subspecialties. We found a consistent perceived utility in POCUS training, with 89% of residents and 92% of faculty indicating that it would be beneficial to patient care and resident education. In contrast, only 73% of faculty indicated that it adds value to their own patient care. We find that the perceived value and utility of POCUS regarding patient care is high when the scope of the user is broad, as seen in general internal medicine faculty and residents. Subspecialization in internal medicine, particularly non-critical care medicine subspecialties, were less inclined to utilize POCUS and less likely to perceive it as valuable.

Physician assistants/associates (PAs) play a key role in caring for the aging adult population, but PA education in geriatrics is highly variable. We performed a student-perspective needs assessment to better understand the geriatrics curriculum in the University of Wisconsin School of Medicine and Public Health Master of Physician Assistant Studies program prior to curricular redesign. We conducted a cross-sectional survey of graduating PA students to assess their opinions on a 2-week preclinical geriatrics module. Using 5-point Likert-scale questions, students rated the module's overall value, applicability, and their confidence in key geriatric knowledge and skills. Responses were analyzed using descriptive statistics. All 60 students completed the survey; 73% provided a positive rating (mean, 3.87/5). Relevance to future careers had the highest mean (4.27). Confidence in specific geriatric skills varied: students reported feeling most confident in primary care for older adults (mean 4.10) and eliciting patient priorities (mean 4.02). They felt least confident in applying the 4Ms (What Matters, Medication, Mentation, and Mobility) Framework (mean, 2.52), which was not included in the curriculum. Although dementia care and geriatric pharmacology had mean scores above 3, they were the most frequently selected topics for additional education (78% and 67%, respectively). No significant differences were observed across cohorts. Student opinion on the preclinical geriatric curriculum was positive overall. While topics such as older adult primary care and eliciting patient priorities appear to be strengths, opportunities for curricular enhancement include incorporating the 4Ms Framework and strengthening instruction in dementia care and geriatric pharmacology. These learner-centered insights will help inform curricular redesign and support broader efforts to evaluate and enhance geriatrics education in PA programs locally and nationally.

Comprehensive cancer care requires providers to address significant psychological and social challenges, yet behavioral health is often underemphasized in early medical education. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) program provided a setting to enhance learners' understanding of the psychosocial aspects of cancer by integrating behavioral health-focused sessions. We evaluated 2 behavioral health sessions implemented as part of the SPARCC curriculum: one addressing the psychological impact of a cancer diagnosis and the other exploring the intersection of cancer and fertility. Learners completed session-specific workshop evaluations and pre- and post-program surveys assessing knowledge, attitudes, and practices. Quantitative data were analyzed using paired t tests, and qualitative responses were thematically examined to explore learner perceptions. From 2019 through 2023, 71 learners participated in the program, the majority identifying as members of groups underrepresented in medicine. Session evaluations (N&#x2009;=&#x2009;111) showed consistently high ratings across all categories, with mean scores above 4.25 on a 5-point Likert scale and average overall session ratings above 9.0 on a 10-point scale. Thematic analysis highlighted the value of patient narratives, informal discussion formats, and attention to often-overlooked topics such as infertility and financial burden. Significant improvements were observed in learners' knowledge of cancer diagnosis and treatment and awareness of medical mistrust in underserved populations (P&#x2009;<.05). High learner satisfaction, improved understanding of psychosocial aspects of care, and increased awareness of health disparities suggest that integrating behavioral health and patient perspectives into early cancer education can meaningfully support learner development.

Traditional faculty mentorship in medical education is limited by availability and specificity of advice. Peer mentorship may complement this model by supporting mentees' transition into medical school while promoting mentors' teaching and leadership skills. We implemented a peer mentorship program within an experiential learning course at a private Midwestern medical school to enhance students' understanding of core course components. First-year mentees were randomly assigned second- and third-year mentors. Six required sessions were embedded into course meetings across the academic year. A pre-implementation survey (pre-1, N&#x2009;=&#x2009;65) and 2 post-surveys at the end of each semester (post-1, N&#x2009;=&#x2009;31; post-2, N&#x2009;=&#x2009;11) assessed students' understanding of course components and perceptions of the program. Survey outcomes were compiled as a total understanding score (TUS). Comparing pre-1 to post-1 and post-2, understanding (P =&#x2009;.0026; P =&#x2009;.001, respectively) and development (P =&#x2009;.0037; P =&#x2009;.0019, respectively) of course competencies improved significantly. Scholarly project understanding and TUS improved significantly from pre-1 to post-1 (P&#x2009;=&#x2009;.0001; P =&#x2009;.0005, respectively) but not from pre-1 to post-2 (P =&#x2009;.0739; P =&#x2009;.0665, respectively). Understanding and development of individualized learning plans did not significantly improve across either interval. Consistent mentor groupings and integration into required sessions were rated most favorably among design components. Participation positively affected students' self-assessed success in competency-based learning. Structured peer mentorship embedded in existing curricula may address limitations of hierarchical models by providing scalable support for students in longitudinal medical education settings.

Mentorship involves a multidimensional relationship between junior and senior professionals and is integral to professional development. Pediatric residents are required by the Accreditation Council for Graduate Medical Education to identify at least 1 mentor. However, it remains unclear how residents conceptualize and use mentorship. This study sought to understand how pediatric residents identify and value mentorship and to assess a workshop designed to empower residents to develop mentoring relationships. Pediatric residents were surveyed regarding their experiences with and perceptions of mentoring. An interactive workshop was designed to facilitate the identification and utilization of mentors in professional development for pediatric residents. Preworkshop and 8-month postworkshop surveys assessed resident professional growth priorities, sources of mentorship, other advisors, satisfaction with mentorship, and confidence in cultivating mentor-mentee relationships. Twenty-nine residents completed the preworkshop survey. Residents identified clinical skills, career development, work-life balance, leadership, and research as their top priorities for growth. Nearly all residents (97%) identified advisors, though only 65% reported having a mentor. Nine residents completed the postworkshop survey. Residents reported increased confidence in initiating mentoring relationships and mentoring junior trainees following the workshop. Pediatric residents identified numerous areas of personal and professional growth amenable to mentoring. While nearly all residents identified advisors, many were unable to identify a mentor, suggesting a discordance between residents' conceptualization and actualization of mentorship. Resident responses suggest that a brief workshop intervention may durably increase resident confidence in initiating mentoring relationships.

Simulation-based training (SBT) has long played a role in health care education, evolving from rudimentary anatomical models to sophisticated digital platforms. Over time, simulation to include life-like mannequins, standardized patients, and immersive virtual environments, significantly enhancing the ability to teach clinical skills, communication, and decision-making in safe, controlled settings. As medical education continues to adapt to new challenges, simulation remains a cornerstone for preparing health care professionals through realistic and experiential learning. This review examines the evolution and current applications of simulation in medical education, highlighting its integration within military and civilian training environments. It describes major simulation modalities, reviews evidence supporting their effectiveness, and evaluates commonly used assessment tools. The review also outlines potential future directions for simulation-based education in response to the evolving needs of modern health care. Relevant literature was identified through searches of PubMed and other academic databases. Articles were selected based on their relevance to the review objectives, including the historical development of simulation, its applications in diverse educational settings, and emerging technologies shaping the field. SBT has been widely adopted across all levels of health care education&#x2009;-&#x2009;from medical and nursing schools to residency programs and continuing professional development. It enhances technical skills, clinical reasoning, teamwork, and communication in structured environments. Civilian and military programs alike benefit from simulation's ability to replicate complex, high-stakes clinical scenarios. However, measuring its direct impact on clinical performance and patient outcomes remains challenging. SBT is an essential component of modern medical education, enhancing clinical skills and helping bridging the gap between knowledge and practice. As technology advances, simulation offers new opportunities for personalized and scalable learning. Moving forward, educators must implement these innovations thoughtfully, maintaining a focus on empathy and patient-centered care.

Individuals who donate their bodies to academic, whole-body donation programs support health science education, training, and research. This is the first report on Wisconsin whole-body donor demographics and the extent to which donors represent the state population. Donor demographic data from 2016 through 2021 were collected from death certificate worksheets and compared with Wisconsin population data from the US Census Bureau and state health statistics. Most donors were non-Hispanic White individuals, did not have a college degree, and did not work in health care. The median age at death was 86 years. Twenty-eight percent of donors served in the armed forces. Donors were not representative of the Wisconsin population in age, race, ethnicity, or military service. Whole-body donors provide an invaluable resource for health science education and research. Understanding donor demographics is an important first step in examining diversity and representation within Wisconsin's body donation programs.

Generational differences in medical education remain unclear. In today's multigenerational workforce, identifying whether generational differences exist in feedback practices may inform more individualized, learner-centered education. This study explored whether generational differences exist regarding feedback practices and preferences. This qualitative study was informed by Generational Cohort Theory and Social Cognitive Theory. We interviewed third- and fourth-year medical students, house officers, and attending physicians in pediatrics, internal medicine, and surgery at the Medical College of Wisconsin between October 2020 and March 2022. A constructivist grounded theory approach was used to analyze interview transcripts and develop themes. Questions explored characteristics of helpful and unhelpful feedback, preferences for giving and receiving feedback, and opinions regarding the role of age in the feedback process. Themes were compared across generational cohorts. Thirty-eight individuals participated, with birth years spanning 1949 to 1994 (8 Baby Boomers, 9 Generation X participants, and 21 Millennials). Both generationally unique perspectives and common themes shared across cohorts were identified. Overarching themes included the influence of medical hierarchy and the importance of the relationship between the feedback giver and receiver. Most interviewees did not believe that age explicitly influences feedback practices, although perceptions of generational differences were present. Different generational cohorts expressed distinct practices and preferences regarding feedback. Importantly, shared themes across generations aligned with established hallmarks of effective feedback in medical education literature. Acknowledging and thoughtfully addressing generational differences&#x2009;-&#x2009;with attention to medical hierarchy and relationships may improve feedback effectiveness and satisfaction.