Updates & Events
|Chayan Chakraborti, MD, FACP, SFHM |
Vice Chair for Education, Department of Medicine
Director, Student Programs
Associate Professor of Medicine
Tulane University School of Medicine
After receiving a BS in biology and a BA in philosophy from Duke University, Chayan Chakraborti received his medical doctorate from the Tulane University School of Medicine. He completed a residency in internal medicine at Tulane and a general internal medicine fellowship focusing on medical education at Johns Hopkins. His current duties include serving as an attending physician on the inpatient medicine wards at the University Medical Center in New Orleans and as Internal Medicine Clerkship Director, Director of Student Programs, and Vice Chair of Education for the Department of Medicine at Tulane University School of Medicine. Dr. Chakraborti has earned multiple awards in teaching, humanism, and student advocacy. He has been a multi-time recipient of the award for Outstanding Teaching Attending and in 2014 was inducted into the Tulane Society of Teaching Scholars. Dr. Chakraborti’s research and published work have involved medical education, health care utilization, case reports, teamwork training, and quality improvement in medical education. He continues to work regionally and nationally in these fields. Dr. Chakraborti’s clinical interests are in the areas of clinical reasoning and high-value health care utilization. He is active in teaching the medical students and house staff at the University Medical Center.
|Joseph M. Truglio, MD, MPH |
Assistant Professor of Internal Medicine, Pediatrics, and Medical Education
Program Director for the Combined Internal Medicine and Pediatrics Residency Program
Icahn School of Medicine at Mount Sinai
Dr. Joseph M. Truglio, MD, MPH, received his BS in biology and theology and MD from Georgetown University in 2001 and 2007, respectively. He trained in internal medicine and pediatrics from 2007 to 2011 at the Mount Sinai School of Medicine, where he also served as chief resident. He completed an MPH in global health at Mount Sinai, during which time he developed educational curricula for midlevel providers in the chars of rural Bangladesh. From 2011 to 2018, he served as the course co-director for The Art and Science of Medicine—the 2-year clinical skills course for first- and second-year students at the Icahn School of Medicine. He has helped developed numerous curricula in the medical school, including a longitudinal racism and bias curriculum and curricula on LGBTQ health and spirituality in medicine. He is the founder of the Mount Sinai Pediatric Visiting Doctors and Complex Care Program, which provides comprehensive, multidisciplinary care in the home, clinic, and hospital to children with complex conditions. Dr. Truglio is a board-certified specialist in general internal medicine and general pediatrics who sees patients alongside residents in the Internal Medicine and Pediatric Associates and the Pediatric Visiting Doctors and Complex Care Clinics at Mount Sinai in New York, where he specializes in the care of adults and children with complex conditions.
As editors of journals concerned with health professions education, we take very seriously the influence of our published articles on curriculum development, learner assessment and, ultimately, the quality of health care provided to our communities. As members of the International Editors Group of Health Professions Education Journals, we routinely gather at international meetings to share new ideas, voice concerns and provide support to each other as we grapple with financial, logistical, technical and political challenges faced by our journals. It is therefore appropriate that we clearly communicate our concerns about increasing risks related to current regulations and attitudes affecting international travel, global meetings and global health.
As a community of scholars we must reach out to each other, challenge ideas, and identify the most effective and creative approaches regarding how healthcare education can facilitate better health. Doing so benefits all of us, rich or poor, regardless of race, ethnicity, and language, country of residence or cultural values. Disease knows no borders. While health systems, medical knowledge, skills, and medications evolve in response to our unique local conditions, we never know when something in one of our countries will become important (maybe even life-saving) in another. Healthcare education needs to monitor these global developments closely to warrant the best possible education for our students and practitioners and the best possible healthcare for society. As we determine how to train the future healthcare professionals and leaders, it is imperative that we recognize the benefits of global health education and travel to learn from each other.
We recognize that there are risks from those who consider using travel and international meetings to provoke violence and sow the seeds of international fear and distrust. However, we believe that our greatest counter weapon is our academic community. Key collaborations and mutual understanding have been built by sharing knowledge, keeping eyes and ears open to new evidence, and commitment to peace, health and learning. The trust we have built over many years working together at international meetings is a model that enhances, rather than undermines, global security.
We urge our governments, elected officials, community leaders and health professions leaders to appreciate the value that global meetings can bring to each of our countries. We ask you to provide the freedom for members to participate fully in international meetings and exchanges, regardless of the country from which we come. As we listen and learn from each other and share what we learn in our journals, we help to make the world a healthier and safer place. We ask all of you who are our readers and members of our community of scholars to reach out to your elected officials to ensure they understand how they can, and why they should support our continued international health educational activities and collaborations.
David P Sklar, Peter GM de Jong, Erik W Driessen, Kevin W Eva, Ronald M Harden, Grace C Huang and Gail M Sullivan
Editors-in-Chief of Academic Medicine, Medical Science Educator, Perspectives on Medical Education, Medical Education, Medical Teacher, MedEdPORTAL and Journal of Graduate Medical Education
|Douglas J. Gould, Ph.D. |
Professor and Chair
Department of Foundational Medical Studies
Oakland University William Beaumont School of Medicine (OUWB)
Dr. Gould joined the OUWB faculty in July 2012 as a tenured Professor. He teaches neuroscience and gross anatomy to medical students and serves as Chair of the Department of Foundational Medical Studies. He joins OUWB from The Ohio State University College of Medicine, where he was a Professor and the Director of the Division of Anatomy. Before that Dr. Gould was an Associate Professor at the University of Kentucky College of Medicine for nine years. He has successfully blurred the lines between his teaching and scholarly/research endeavors and focused on the design, creation, implementation and evaluation of learning tools for the modern medical student, he has secured over one-million dollars in extramural support to fund his medical education scholarly efforts. Dr. Gould has published: over 30 peer-reviewed manuscripts; seven textbooks; seven ancillary learning tools; ten peer-reviewed multimedia resources; and over 50 abstracts; he has served as the Editor for all anatomy and physiology terms in the two leading medial dictionaries. In addition, Dr. Gould has served as the Editor-in-Chief of the Journal of the International Association of Medical Science Educators, has mentored countless graduate and medical students and has served as the Chair of the Anatomical Sciences Section of the American Dental Education Association and currently serves as the Chair of the Professional Development Committee of the American Association of Anatomists.
Dr. Boyd currently serves as the Dean for Admissions and Recruitment at Rush Medical College. In this role Dr. Boyd is responsible for the leadership and direction of the comprehensive admissions process and ensures that the policies, procedures and objectives of the Admissions process are met and aligned with the mission, strategic goals and diversity interests of the institution. Dr. Boyd provides leadership and oversight of policies and practices to achieve appropriate diversity by engaging in ongoing, systematic and focused efforts to attract and retain students from demographically diverse backgrounds and who are underrepresented in medicine. Dr. Boyd also currently serves as Vice President of Corporate Compliance and Chief Compliance Officer for Rush University Medical Center. She has served in this role for the past fifteen years and is responsible for providing direction and oversight of the institution’s Corporate, HIPAA and Research Compliance Program.
On an organizational, level Dr. Boyd currently serves as a key member of the Diversity Leadership Council where senior leaders at Rush have committed to promoting equity and inclusiveness for all individuals within the organization by promoting diversity and inclusion as part of the culture, climate and strategic planning process for the medical center at large.
A longstanding member on the faculty at Rush Medical College, Dr. Boyd is an Associate Professor of Medicine in the Department of Medicine and a fellow of the American College of Physicians.
She received her undergraduate degree in Biology at the University of Colorado, Boulder and her M.D. at the George Washington University School of Medicine and Health Sciences in Washington, D.C. She holds an MBA degree from the University of Chicago Graduate School of Business and certification from the University of Chicago’s School of Health Administration and Policy. She is board certified in Internal Medicine and has an expansive history of clinical practice and teaching experience in the academic setting.
The Association of American Medical Colleges is pleased to announce that MedEdPORTAL: The Journal of Teaching and Learning Resources has been selected for inclusion in MEDLINE, the premier bibliographic database of the U.S. National Library of Medicine. Selection is determined by the recommendations of an expert advisory committee that evaluates journals based on a rigorous review of scientific quality and scope. Only 15%-20% of journals that apply are recommended by the committee. MEDLINE contains bibliographic citations from more than 5,000 biomedical journals published worldwide and is freely searchable using PubMed at http://pubmed.gov.
Founded in 2005, MedEdPORTAL was designed as a repository of materials for faculty to submit scholarly works for peer review. Today, it has grown into an open-access publication, internationally recognized as the preeminent journal for publishing educational resources in the health professions, while providing free access to thousands of high-quality educational materials. MedEdPORTAL is accessed by over 4,500 academic and health organizations in more than 175 countries, and publications are downloaded approximately 3,000 times each month.
Inclusion in MEDLINE will advance MedEdPORTAL’s growth by increasing its visibility and accessibility of published content. Scholars, researchers, educators, and health care practitioners around the world use MEDLINE as the authoritative gateway to access content from the most prestigious biomedical and health journals. In addition to equipping a broader community of readers with access to innovative and high-quality educational tools and resources, inclusion in MEDLINE solidifies MedEdPORTAL as the premier destination to publish teaching and learning materials in the health professions.