Clinical Faculty Research Articles

Editorial introductions.

Editorial introductions.

Defining the value of faculty primary care clinical pharmacists

Demonstrating the value of comprehensive medication management (CMM) within clinical faculty sites is a challenge when balancing patient volume with academic responsibilities. Utilizing an evidence-based implementation system for CMM, faculty primary care clinical pharmacists (PCCPs) standardized CMM within their practice sites. The primary objective of this project was to define the value of faculty PCCPs. An Ambulatory Care Summit was hosted to identify opportunities for consistency of CMM. Following the summit, the CMM implementation team (faculty PCCPs and project manager) utilized CMM implementation tools from the Comprehensive Medication Management in Primary Care Research Team. Additionally, a strategic plan was developed to enhance practice management, improve fidelity, and determine key performance indicators (KPIs). Five faculty-mentored student projects assessed value of faculty-delivered CMM in primary care clinics. Data included medication adherence metrics, clinic quality metrics, diabetes metrics, acute healthcare utilization rates, and a physician satisfaction survey. Among those receiving CMM, adherence improved 14% (P=0.022), 119 clinic quality metrics were achieved, HbA1c≤9% improved 45% (p<0.001), average HbA1c decreased by 1.73% (p<0.001), and medication preventable acute care utilization within the referral reason decreased. Over 90% of physicians surveyed agreed the faculty PCCP is a valuable team member, improved patients' health, and improved effectiveness/efficiency. Four student posters were presented at national conferences and 18 student pharmacists were engaged in various aspects of the project. Incorporating CMM at faculty primary care clinics provides value. To demonstrate this value, faculty must align KPIs with institution-specific payer contracts.

NATIONAL MEDICAL COMMISSION REGULATION 2020: IS THIS BOON OR EXECRATION FOR MEDICAL INSTITUTIONS IN INDIA?

Indian Medical Council Act, 1956 with section 61(2) of the National Medical Council Act, 2019 published notification as, Requirements for Annual M.B.B.S. Admissions Regulations, 2020 dated 20th October 2020, which replaced to replaces the Minimum Standard Requirements for Medical Colleges, 1999 of the erstwhile Medical Council of India (MCI). The objectives of the notification were to harness modern educational technology tools to facilitate quality education and healthcare. It was pictured that competency-based medical education to be taught by medical degree holders and non-medical degree holders are less competent. Whereas research and publications part in medical education is completely ignored that is the sole of medical innovations. The reduction in basic sciences non-medical qualified teachers will hamper basic research and its translation to medical research. Authors searched relevant literature from online PubMed, Scopes, Elsevier, Google Scholar database. In conclusion, a proportionate number of basic sciences and integration with clinical subject faculties will eliminate the scarcity of high impact medical publications.

Vertical Integration in the Pediatrics Clerkship: A Case Study

Since the end of the twentieth century, medical educators continue to review and call for changes that will improve how medical students apply their knowledge of basic sciences to the clinical management of their patients. The traditional 2 + 2 curriculum, where basic sciences are taught during the first two years and were followed by clinical clerkships, was challenged with calls to move towards a Z-shaped integrated curriculum, a model which presents bio-medical sciences and clinical cases in parallel or in connection with one another. Faculty at the Frank H. Netter MD School of Medicine developed a vertical integration didactic session that presented an eight-year-old child with an acute asthmatic episode. After a brief introduction, clinical and pre-clinical faculty who teach in Years 1–3 and social work faculty met with medical students placed in small groups to discuss their pertinent field; faculty members rotated among the groups. At the end of the session, the students provided feedback and comments for the continuous quality improvement of the session. The session has been taught four times thus far. A majority of the students expressed satisfaction with the opportunity to review basic science concepts during the clerkship and apply these concepts to develop clinical management skills. Students were also excited to discuss social determinants and the effects of a pediatric chronic illness on the whole family. Combining a review of basic and social science concepts with clinical management, with faculty from pre-clinical and clinical years, was enjoyed by our students, who felt this educational approach expanded their ability to better manage clinical problems. While our case is in pediatrics, we believe the method can be applied to other specialties.

Designing and Building a Portfolio of Individual Support Resources for Physicians.

As health care organizations in the United States move toward recovery from the COVID-19 pandemic, physicians and clinical faculty are experiencing occupational burnout and various manifestations of distress. To mitigate these challenges, health care organizations must optimize the work environment and provide support for individual clinicians using a variety of approaches, including mentoring, group-based peer support, individual peer support, coaching, and psychotherapy. While often conflated, each of these approaches offers distinct benefits. Mentoring is a longitudinal 1-on-1 relationship, typically focused on career development, usually with an experienced professional guiding a junior professional. Group-based peer support involves regular, longitudinal meetings of health professionals to discuss meaningful topics, provide mutual support to one another, and foster community. Individual peer support involves training peers to provide timely 1-on-1 support for a distressed colleague dealing with adverse clinical events or other professional challenges. Coaching involves a certified professional helping an individual identify their values and priorities and consider changes that would allow them to adhere to these more fully, and providing longitudinal support that fosters accountability for action. Individual psychotherapy is a longitudinal, short- or long-term professional relationship during which specific therapeutic interventions are delivered by a licensed mental health professional. When distress is severe, this is the best approach. Although some overlap exists, these approaches are distinct and complementary. Individuals may use different methods at different career stages and for different challenges. Organizations seeking to address a specific need should consider which approach is most suitable. Over time, a portfolio of offerings is typically needed to holistically address the diverse needs of clinicians. A stepped care model using a population health approach may be a cost-effective way to promote mental health and prevent occupational distress and general psychiatric symptoms.

Online interactive medical neuroimaging exercise to identify human brain structures

A persisting need remains for developing methods for inspiring and teaching undergraduate medical students to quickly learn to identify the hundreds of human brain structures, tracts and spaces that are clinically relevant (viewed as three-dimensional volumes or two-dimensional neuroimages), and to accomplish this with the option of virtual on-line methods. This notably includes teaching the essentials of recommended diagnostic radiology to allow students to be familiar with patient neuroimages routinely acquired using magnetic resonance imaging (MRI) and computed tomography (CT). The present article includes a brief example video plus details a clinically oriented interactive neuroimaging exercise for first year medical students (MS1s) in small groups, conducted with instructors either in-person or as an entirely online virtual event. This “find-the-brain-structure” (FBS) event included teaching students to identify brain structures and other regions of interest in the central nervous system (and potentially in head and neck gross anatomy), which are traditionally taught using brain anatomy atlases and anatomical specimens. The interactive, small group exercise can be conducted in person or virtually on-line in as little as 30 min depending on the scope of objectives being covered. The learning exercise involves coordinated interaction between MS1s with one or several non-clinical faculty and may include one or several physicians (clinical faculty and/or qualified residents). It further allows for varying degrees of instructor interaction online and is easy to convey to instructors who do not have expertise in neuroimaging. Anonymous pre-event survey (n = 113, 100% response rate) versus post-event surveys (n = 92, 81% response rate) were attained from a cohort of MS1s in a neurobiology course. Results showed multiple statistically significant group-level shifts in response to several of the questions, showing an increase in MS1 confidence with reading MRI images (12% increase shift in mean, p < 0.001), confidence in their approaching physicians for medical training (9%, p < 0.01), and comfort levels in working online with virtual team-based peers and with team-based faculty (6%, p < 0.05). Qualitative student feedback revealed highly positive comments regarding the experience overall, encouraging this virtual medium as a desirable educational approach.

Effects of informal learner handover in clinical dental education

BackgroundIt is currently under discussion whether Learner Handovers (LH) are beneficial, disadvantageous, or useful in Health Professions Education. Research has not been conducted to determine the extent of existing informal learner handover (ILH) through faculty discussions. In addition to providing stakeholders with added context, examining the nature of ILH may also provide insight into the bias associated with Learner Handover.MethodsTranscripts from a series of semi-structured Focus Group Discussions (FGDs) and interviews (from January to March 2022) were iteratively reviewed to identify relevant patterns and correlations. The study involved the voluntary participation of 16 active clinical dental faculty members with a variety of designations. We did not discard any opinions.ResultsIt was found that ILH had a mild impact on students' training. ILH effects can be categorized into four key areas: (1) faculty behavior with students, (2) faculty expectations from students, 3) teaching approach, and 4) faculty feedback practices. Furthermore, five additional factors were identified as having a greater influence on ILH practices.ConclusionsIn clinical dental training, ILH has a minor effect on faculty-student interactions. Faculty perceptions and ILH are strongly influenced by other factors contributing to the student's 'academic reputation. As a result, student-faculty interactions are never free of prior influences, so stakeholders need to take them into consideration when creating a formal LH.

When forgiveness beats permission: Exploring the scholarly ethos of clinical faculty in economics

AbstractThe concept of the “clinical professor” – sometimes referred to as a “professor of practice,” or something similar – is in widespread use in academe. Economics and business disciplines all now entertain the prospect of teaching specialists. This study extends prior research on economics scholarship at liberal arts colleges by examining whether clinical economics faculty are invested in a program of research. After discussing conceptual arguments for why one should expect to see clinical economics faculty engaging in research, we examine citations data for clinical faculty in economics who are affiliated with what U.S. News &amp; World Report classifies as national colleges and universities. That examination reveals that the 206 clinical faculty employed across the 90 institutions have produced academic scholarship that has garnered about 125,000 citations. Moreover, a deeper exploration suggests that the research ethos pervading the clinical economics faculties employed by America's large research universities appears to be quite similar to that characterizing the economics departments at liberal arts colleges.

Clinical Pharmacy Faculty Provision of Direct Patient Care, Challenges, and Opportunities.

The quadripartite mission of clinical track faculty members involves research, teaching, services, and direct patient care. However, the extent of faculty involvement in direct patient care remains a challenge. Thus, the study's objective is to evaluate the effort spent on direct patient care by clinical faculty of pharmacy schools in Saudi Arabia (S.A.) and identify factors that hinder or facilitate providing direct patient care services. This multi-institutional, cross-sectional questionnaire study conducted between July 2021 and March 2022 involved several pharmacy schools' clinical pharmacy faculty members in S.A. The primary outcome was the percentage of time/effort spent on patient care services and other academic responsibilities. The secondary outcomes were the factors affecting the effort spent on direct patient care and the barriers preventing the provision of clinical services. A total of 44 faculty members took the survey. The percentage of effort spent on clinical education was highest at a median (IQR) of 37.5 (30, 50), followed by that spent on patient care [19 (10, 28.75)]. The percentages of effort spent on education and the length of academic experience were negatively associated with efforts spent on direct patient care. The most commonly reported barrier affecting fulfilling patient care duties was the lack of a clear practice policy (68%). Although most clinical pharmacy faculty members were involved in direct patient care, half of them devoted only 20% or less of their time to it. An effective effort allocation for clinical faculty duties will require the development of a clinical faculty workload model that sets realistic expectations about the time spent on clinical and non-clinical duties.

Compressed 4-day workweek for dental faculty retention and recruitment.

Faculty recruitment and retention are major concerns faced by dental schools across the country. This increase in faculty shortage impacts training the next generation of clinicians and oral health care delivery in dental institutions, which together will exacerbate challenges related to access to dental care. The objective of this paper is to propose a compressed workweek as an incentive to improve recruitment, retention, and faculty well-being. There are several well-documented benefits of the 4-day workweek which include employee wellness, increased job satisfaction, happiness, and improved perception of personal worth. Cost savings may be also realized with this schedule, as expenses related to transportation and dependent care costs could potentially decrease. Altogether, these benefits have been shown to lead to reduced absenteeism, anxiety, stress, and burnout. This perspective piece will discuss how the 4-day workweek could be implemented in dental institutions, along with the benefits and challenges. Given the shortage of clinical faculty throughout the United States, we recommend this approach not only as a means to attract recent graduates to academia but also to ensure the retention of those who provide clinical instruction.

Professional Development for Associated Faculty: A National Assessment of Available Resources.

Faculty development has been identified as an important initiative in Doctor of Physical Therapy (DPT) education. However, little is known about opportunities available for associated faculty (AF). These unique educators who make notable contributions to physical therapist education often lack formal preparation for teaching. The purpose of this study was to explore AF development opportunities across physical therapist education programs nationally. Formal faculty development programs have been successful in medical and nursing education programs to enhance educator identity, skill, and retention in both core and clinical faculty. No evidence of faculty development programs for AF in physical therapy education was found in the literature. Participants were program directors or identified faculty development leads from CAPTE accredited and in-candidacy physical therapist education programs. Seventy participants completed an anonymous survey and 10 participated in semistructured interviews following the completion of the survey. A parallel, convergent, mixed methods approach was used to assess the national state of formal AF development opportunities. A survey was developed to assess development opportunities available to AF. Descriptive statistics and Chi square analyses were performed to analyze quantitative data. An instrumental collective case study further explored development opportunities. Deductive and inductive thematic analysis techniques were used to analyze qualitative data from interview transcripts. Quantitative and qualitative approaches were integrated in the data analysis. Survey data, aligned with interview outcomes, suggest that despite ideologic support for faculty development, low percentages of AF have access to formal development activities, and even fewer are receiving adequate breadth of educational content related to proficiency in their role. A lack of formal development opportunities exists for AF. Excellence in DPT education requires deeper development across all levels of faculty, including opportunities tailored specifically to the unique needs and role of AF.

A Multimedia Evaluation of Pharmacy Faculty PowerPoint Slides in a Critical Care Course

ObjectivesTo conduct a pilot investigation about the alignment between didactic multimedia materials utilized by pharmacy faculty, with Mayer's Principles for Multimedia Learning and faculty characteristics associated with greater alignment. MethodsAn investigatory systematic process was used which included a modified Learning Object Review Instrument (LORI) to evaluate the faculty video-recorded lectures for alignment with Mayer’s Principles of Multimedia Learning, hence capturing the number and type of misalignments. Correlations were performed to evaluate the association between faculty characteristics; and ratings and proportions of misalignments. ResultsFive hundred fifty-five PowerPoint slides of 13 lectures from 13 faculty members were reviewed. The average (SD) LORI score per slide was 4.44 (0.84) out of 5 with an average score per lecture ranging from 3.83 (0.96) to 4.95 (0.53). Across all lecture slides, misalignments with multimedia principles were captured in 20.2% of slides. For each lecture, the average percentage of misalignments was 27.6% ranging from 0% to 49%. Principal misalignments included violation of the principles of coherence (66.1%), signaling (15.2%), and segmenting (8%). No faculty characteristics were significantly associated with LORI ratings or proportion of misalignments within lectures. ConclusionsFaculty had high LORI ratings for their multimedia material but these varied significantly between lectures. Misalignments with multimedia principles were identified and were related primarily to extraneous processing. These misalignments, when addressed, have the potential to improve learning, thus suggesting an opportunity for the faculty to develop ways to optimize multimedia educational delivery. Future investigation is needed to clarify how clinical pharmacy faculty can develop multimedia material and the impact of faculty development on the application of multimedia principles and learning outcomes.

Addressing the Gender Gap in Residency Clinical Awards Using a Structured Blinded Selection Process (P6-2.002)

<h3>Objective:</h3> To determine the effect of changing the criteria from faculty vote to a blinded clinical case report on reducing bias in a neurology resident award. <h3>Background:</h3> Women are under-represented in the field of Neurology, especially at the leadership level. Awards can play an important role in career advancement. In the absence of a well-designed process for identifying award winners, there is a risk that the demographics of awardees will reflect those of voters. We hypothesized that a blinded merit-based approach for a junior neurology resident award could reduce bias and result a more balanced gender-profile for awardees. <h3>Design/Methods:</h3> In our program, an annual named award is given to PGY-2 residents who exemplify clinical excellence. From 2003–2018 this award was determined by votes from clinical faculty. In 2019 the award changed to a submitted case report that was independently reviewed by 5 faculty, using a structured scoring rubric. Committee members were blinded to the identity of the submitting resident. We compiled gender data for clinical faculty, residents, and award recipients from 2003 to 2022 and compared recipient gender profiles before and after the change. <h3>Results:</h3> From 2003–2018, 12/16 (75%) of award winners were male, more closely reflecting the gender distribution of voting faculty (77.9% male) than resident demographics (55.3% male). After the change in selection criteria, 0/8 winners were male (p&lt;0.001). The proportion of male residents was significantly lower in 2019–22 (37.5% vs 55.3%, p=0.02), which could partially account for the decrease in male award winners. <h3>Conclusions:</h3> Despite relatively small changes in the gender balance of faculty and residents there was a significant change in the gender balance of award winners when the process became blinded. Moving forward, utilizing a blinded process and more transparent selection criteria could lead to an increase in diversity of award winners in neurology residency programs. <b>Disclosure:</b> Dr. Lambert has nothing to disclose. Dr. Cooper has nothing to disclose. An immediate family member of Dr. Narula has received personal compensation in the range of $5,000-$9,999 for serving as a Consultant for abbot vascular. The institution of an immediate family member of Dr. Narula has received research support from Abbot Vascular Inc.. The institution of an immediate family member of Dr. Narula has received research support from US Food and Drug Administration . The institution of an immediate family member of Dr. Narula has received research support from Women’s Health Research at Yale. Dr. Moeller has received publishing royalties from a publication relating to health care.

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias

BackgroundThe COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students.MethodsWe describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson’s annual education metric.Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula.OutcomesBetween January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias.ConclusionsWe developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair’s education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.

Remembering Robert Resnick, PhD: European Summer Residential Program

Remembering Robert Resnick, PhD: European Summer Residential Program

A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum.

This study explores the transition process clinical faculty experience when changing to teaching in a concept-based curriculum. Literature related to faculty support during curricular change is sparse and offers little guidance to assist clinical faculty. A qualitative study was conducted with participants from nursing programs in a statewide consortium. Semistructured interviews were transcribed to identify themes that linked participants' experiences to transition stages. Additional research included review of clinical assignments and observation of faculty while teaching at a clinical site. Nine clinical faculty from six nursing programs participated in the study. Five themes linked to the stages of the Bridges Transition Model were identified: Collaboration, Communication, Coordination, Coherence, and Futility. The identified themes revealed that clinical faculty varied in their transition process. These results add to the knowledge of transitional change for clinical faculty.

Essential anatomy for core clerkships: A clinical perspective.

Clerkships are defining experiences for medical students in which students integrate basic science knowledge with clinical information as they gain experience in diagnosing and treating patients in a variety of clinical settings. Among the basic sciences, there is broad agreement that anatomy is foundational for medical practice. Unfortunately, there are longstanding concerns that student knowledge of anatomy is below the expectations of clerkship directors and clinical faculty. Most allopathic medical schools require eight "core" clerkships: internal medicine (IM), pediatrics (PD), general surgery (GS), obstetrics and gynecology (OB), psychiatry (PS), family medicine (FM), neurology (NU), and emergency medicine (EM). A targeted needs assessment was conducted to determine the anatomy considered important for each core clerkship based on the perspective of clinicians teaching in those clerkships. A total of 525 clinical faculty were surveyed at 24 United States allopathic medical schools. Participants rated 97 anatomical structure groups across all body regions on a 1-4 Likert-type scale (1=not important, 4=essential). Non-parametric ANOVAs determined if differences existed between clerkships. Combining all responses, 91% of anatomical structure groups were classified as essential or more important. Clinicians in FM, EM, and GS rated anatomical structures in most body regions significantly higher than at least one other clerkship (p=0.006). This study provides an evidence-base of anatomy content that should be considered important for each core clerkship and may assist in the development and/or revision of preclinical curricula to support the clinical training of medical students.

Work-Life Experience of Academic Radiologists: Food for Thought.

Work-life experience of physicians is a driver of work engagement vs. burnout. We aimed to determine individual and institutional factors affecting work-life experience of the clinical faculty at a large tertiary care academic medical center. The Department of Radiology clinical faculty (n=62) were surveyed electronically in October 2022. Twenty-three questions, consisting of multiple choice, Yes/No, and Likert scale ratings were administered to obtain demographic information and data for life outside of work, life at work, and work-life integration for the prior 12 months. Work engagements in terms of clinical, research, administrative, and education; work practices including engagement in extra work and remote work; life responsibilities; and utilization of work-life balance strategies were analyzed for percentages and differences in seniority levels and genders. Ratings of faculty work engagement and life integration strategies were assessed utilizing a 1-5 Likert scale. Descriptive statistics were utilized to report mean, standard deviation, median, Q1 and Q3 for continuous measurements, while count and percentage for categories measurements. Comparisons between seniority and gender categories were conducted using independent t-test or Wilcoxon rank sum test depending on data normality assessed through histogram analysis. Chi-square test was used to make comparisons for categorical data. When encountered with small cell (category with <5 count), Fisher's exact test was used for 2×2 table analysis and Freeman-Halton test was used for comparisons with more than two categories. SAS 9.4 was used for the data analysis. Twenty-eight faculty (M:F=17:11) responded to the survey (survey response rate 45%). The vast majority of faculty reported working extra hours, with 40% working at least 10 hours extra per week. Total of 42.9% reported performing clinical work in the extra hours worked. Total 70.4% of faculty had caregiver responsibilities and 64.3% reported other individual stresses (e.g., financial, family/social, health-related), which required consistent demand of time and effort. A total of 35.7% of faculty reported not being able to balance competing life and work demands. A total of 21.4% respondents reported not utilizing any individual healthy lifestyle choices on a consistent basis over the prior 12 months. Protected time off work and remote work were perceived as effective strategies to provide adequate work-life balance; however, remote work engagement was relatively minor and 35.7% bought back vacation. Total 53.6% respondents reported a level 4 (out of 5) rating for work being meaningful and being positively engaged in their work. Institutions should invest in providing the infrastructure for physician work-life balance and in facilitating healthy lifestyle choices for physicians.

Evaluation of Curricula Content on Kidney Disease in US Doctor of Pharmacy Programs

Objective. Although pharmacists improve outcomes in the care of patients with kidney diseases and current guidelines advocate multidisciplinary care, pharmacist nephrology training is not well described. This study seeks to characterize required and elective coursework within US Doctor of Pharmacy curricula. This information will be valuable in identification and evaluation of educational gaps for pharmacists as best practices in the education and care of kidney diseases for pharmacists are established.Methods. This prospective, cross-sectional, descriptive study assessed current practices and trends in education on kidney diseases within Doctor of Pharmacy curricula at accredited programs in the United States through an electronic survey.Results. Forty-three percent (N=61) of all ACPE-accredited pharmacy institutions were represented in the survey. Content on kidney diseases was found to be taught in both required and elective coursework, and one-third of responding institutions offered advanced pharmacy practice experiences focused on kidney diseases. Variation was found in the amount of time allotted for the teaching of kidney diseases topics in pharmacy curricula and the types of experiential training offered. Six respondents reported offering postgraduate education that focused on kidney diseases. Most respondents were clinical faculty who had completed residency training and board certification.Conclusion. Given the complex interplay between kidney diseases and other health conditions, the increasing incidence and prevalence of kidney diseases, and the potential expansion of pharmacists' roles in the care of patients with kidney diseases, a review of current Doctor of Pharmacy curricula is necessary to guide any future optimization efforts to ensure practice-ready pharmacists.

On Patient Safety: Quit Skipping Your Checklist-Based Time-Outs.

1President, The Society for Patient Centered Orthopedics, Bloomington, IN, USA J. Rickert ✉, IU Health Southern Indiana Physicians, 583 S. Clarizz Boulevard, Bloomington, IN 47401, USA, Email: [email protected] A note from the Editor-in-Chief: We are pleased to present our next installment of “On Patient Safety.” Dr. Rickert is on the clinical faculty at Indiana University School of Medicine and serves as President of The Society for Patient Centered Orthopedics. The goal of this quarterly column is to explore the relationships among patient safety, value, and clinical efficacy by engaging with diverse perspectives, including those of orthopaedic surgeons, patients, consumer and patient advocates, and medical insurers. We welcome reader feedback on all of our columns and articles; please send your comments to[email protected]. The author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research® editors and board members are on file with the publication and can be viewed on request. The opinions expressed are those of the writers, and do not reflect the opinion or policy of CORR® or The Association of Bone and Joint Surgeons®.