Contents



Preface

Graduate medical education (GME) continues to evolve. During the past two decades, evidence-based approaches began to increasingly transform the way we educate, evaluate, and promote GME trainees. Key to this transformation is our ability to recognize that broadly defined "medical education" constitutes a true lifelong continuum, beginning with pre-medical education, then proceeding to medical school, residency (and potentially subsequent fellowship) training, and then finally the so-called maintenance of certification that continues throughout

This book touches upon various aspects of GME-specific innovation, beginning with an exploration of various challenges and opportunities associated with the modern graduate medical education environment. The reader is then introduced to the concept of "coping intelligence," a paradigm that builds on the framework of "emotional intelligence," and extends that paradigm into the realms of chronic and/or severe stress (often experienced by GME trainees). Within the latter context, the authors also discuss the importance of "work-life integration" as an extension

The book then transitions into the topics of professional coaching and mentorship, which are critical components of an effective GME system, the transition-to-practice period, and the subsequent professional development and career-long learning paradigm. A further compendium then follows, dedicated primarily to mentorship and related areas, specifically as they relate to graduate medical education trainee experience. Taken together, these two chapters provide a solid foundation upon

The importance of an excellent patient-provider relationship is highlighted in the subsequent chapter. Elements critical to establishing and maintaining excellent working clinical partnerships with patients and their families are presented. In addition, an in-depth discussion of the many benefits of a positive patient-practitioner relationship is provided, with emphasis on various successful initiatives, examples, and behaviors. The chapter also provides a practical correlation with directly relevant associated educational curricular elements and interventions during both medical

The book then transitions to a discussion of the coronavirus disease 2019 (COVID-19) pandemic and its effects on medical education in general, with a specific focus on GME and various behavioral health aspects. Various strategies to address the challenges of coping with an overwhelming event, such as the COVID-19 pandemic, are presented. The topic of COVID-19 then continues into the subsequent chapter, with emphasis on the use of modern technologies and web-based approaches to facilitate residency and

The next two chapters focus on topics directly related to GME program management. The first discusses the process of establishing new GME programs in a large teaching hospital setting. The second discusses the various challenges and

one's entire professional career.

of the traditionally understood "work-life balance."

and postgraduate medical education.

fellowship interviews during an active pandemic.

which readers can build their own professional support networks.
