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Recent shifts in medical education have moved curricula away from siloed, discipline-based courses toward competency-focused, integrated models. Leading within a longitudinal, integrated curriculum requires a distinct set of leadership competencies. To address this need, medical education leaders across five institutions collaborated to develop a generalist leadership framework. Using a modified Delphi process, the team conducted literature reviews reviewing both published and gray literature and held monthly meetings over six months. This process resulted in the identification of core competencies, organized into three domains: Humility and Life-long Learning, Supporting Diverse Collaborations, and Holistic Stewardship of the Curriculum. A competency based self-assessment tool, Generalist Leadership Assessment for Skills and Strengths (GLASS) Tool, was then developed around this framework. The GLASS tool was piloted and validated in workshops at three national medical education conferences. Feedback from these sessions demonstrated strong support for the tool, with an average of 94% agreement on the relevance and clarity of the competencies. Participants used the tool to self-assess their leadership competencies, with higher self-ratings observed in the domain of humility and life-long learning over holistic stewardship of the curriculum. The tool was refined based on expert input clarifying the milestones and consolidating the competencies. The GLASS tool is designed to support reflective leadership development across four levels of educational engagement: individual, departmental, institutional, and national. It offers a transparent approach for faculty development, leadership readiness, and strategic planning in evolving medical education environments.

Goodman and Gilman’s The Pharmacological Basis of Therapeutics (GGPBT) has been a cornerstone in the education of pharmacists, physicians, and pharmacologists for decades. The objectives of this study were to describe and evaluate the 13th edition of GGPBT on bases including: (1) author characteristics; (2) recency of citations; (3) conflict of interest (CoI) disclosure; (4) expert evaluation of chapters. Contributors’ (N = 115) sex, professional degrees, and presence of undisclosed potential CoI—as reported by the Center for Medicare and Medicaid’s Open Payments (2013–2017)—were examined. The year of publication of citations was extracted relative to Katzung’s Basic and Clinical Pharmacology (KatBCP), and DiPiro’s Pharmacotherapy: A Pathophysiologic Approach (DiPPAPA). Content experts provided thorough chapter reviews. The percent of GGPBT contributors that were female (20.9%) was equivalent to those in KatBCP (17.0%). Citations in GGPBT (11.5 ± 0.2 years) were significantly older than those in KatBCP (10.4 ± 0.2) and DiPPAPA (9.1 ± 0.1, p < 0.0001). Contributors to GGPBT received USD 3 million in undisclosed remuneration (Maximum author = USD 743,718). In contrast, DiPPAPA made CoI information available. Reviewers noted several strengths but also some areas for improvement. GGPBT will continue to be an important component of the biomedical curriculum. Areas of improvement include a more diverse authorship, improved conflict of interest transparency, and a greater inclusion of more recent citations.

Worldwide, the use of human patient simulators in medical education has expanded rapidly as a means of enhancing the clinical and emergency response skills of health care students in a risk-free environment. The use of patient simulation for teaching of medical basic science concepts, however, is still in its infancy. At our medical school, ten years ago we had relatively inexpensive access to a high fidelity patient simulator which we used for teaching in the following courses: anatomy, medical immunology, and medical physiology. When this situation changed five years ago with the building of an education simulation center, the cost-to-benefit ratio for the use of simulators during the physiology class had to be reevaluated (anatomy and medical immunology discontinued simulation teaching after three years). This Best Practice paper presents our use and learning outcomes of low and high fidelity simulation for the past four years as part of a flipped physiology learning model and discusses its potential for widespread adoption for medical science teaching.

Over the past decades, strong evidence has accumulated that low-frequency electromagnetic fields (EMF) can be useful in treating human pathologies, such as bone fractures, soft tissue illnesses, and pain. Common strategies for the design of commercial therapeutic devices are to generate EMFs that simulate body endogenous EMFs, or EMFs that resonate with a particular biological process, such as the natural motions of ions. We recently came across a biologically active commercial EMF signal that seems to be different. The signal is generated by summing the fundamental frequencies and harmonics of several periodic base signals which remain proprietary to the company. When first examined in the time domain, the signal resembled electronic noise; however, when critically analyzed, the signal is not identical with noise. Rather, it is a highly complex waveform exhibiting a very wide range of values for the time derivative of the magnetic field density (dB/dt) and a beat frequency in the Extremely Low-Frequency range. In this paper, we speculate on the mechanism of action of this and similar signals. We consider it less likely that cells, or cell components, act like filters to extract and couple with individual signals that make up the complex EMF signal. Consequently, we favor the possibility that with the signal discussed here cells respond to the very complex signal and that the biological response can be modified by the presence of a beat in the signal, in this case a low-frequency beat. More generally, this would suggest the hypothesis that biological processes can be regulated by noise-like signals and that the effects of a noisy signal can be modified by the presence of signal repetition patterns, such as beats. Given the very small energy that signals like these can transduce into a biological system, biological effects can be expected only when the molecular processes involved are poised so that the available energy leads to molecular reactions that achieve the activation state for the reaction. [PUBLICATION ABSTRACT]