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https://www.selleckchem.com/products/mitoquinone-mesylate.html Purpose Educational handover (i.e., providing information about learners' past performance) is controversial. Proponents argue handover could help tailor learning opportunities. Opponents fear it could bias subsequent assessments and lead to self-fulfilling prophecies. This study examined whether raters provided with reports describing learners' minor weaknesses would generate different assessment scores or narrative comments than those who did not receive such reports. Method In this 2018 mixed-methods, randomized, controlled, experimental study, clinical supervisors from five postgraduate (residency) programs were randomized into three groups receiving no educational handover (control), educational handover describing weaknesses in medical expertise, and educational handover describing weaknesses in communication. All participants watched the same videos of two simulated resident-patient encounters and assessed performance using a shortened mini-clinical evaluation exercise form. The authors compared mean sack without influencing scores. Further studies are required to examine the influence of reports for a variety of performance levels, areas of weakness, and learners.Purpose Despite the importance of training in ambulatory care settings for residents to acquire important competencies, little is known about the organizational and environmental factors influencing the relative amount of time primary care residents train in ambulatory care during residency. The authors examined factors associated with postgraduate year 1 (PGY1) residents' ambulatory care training time in Accreditation Council for Graduate Medical Education (ACGME)-accredited primary care programs. Method U.S. accredited family medicine (FM) and internal medicine (IM) programs' 2016-2017 National Graduate Medical Education (GME) Census data from 895 programs within 550 sponsoring institutions (representing 13,077 PGY1s) were linked to th

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