Vineet Arora to Education, Medical, Graduate
This is a "connection" page, showing publications Vineet Arora has written about Education, Medical, Graduate.
Connection Strength
6.555
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Aligning Delivery System and Training Missions in Academic Medical Centers to Promote High-Value Care. Acad Med. 2019 09; 94(9):1289-1292.
Score: 0.531
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Harnessing the Power of Big Data to Improve Graduate Medical Education: Big Idea or Bust? Acad Med. 2018 06; 93(6):833-834.
Score: 0.487
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Achieving alignment in graduate medical education to train the next generation of healthcare professionals to improve healthcare delivery. Healthc (Amst). 2018 Dec; 6(4):242-244.
Score: 0.484
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Use of Simulation to Assess Incoming Interns' Recognition of Opportunities to Choose Wisely. J Hosp Med. 2017 07; 12(7):493-497.
Score: 0.457
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The Modified, Multi-patient Observed Simulated Handoff Experience (M-OSHE): Assessment and Feedback for Entering Residents on Handoff Performance. J Gen Intern Med. 2016 Apr; 31(4):438-41.
Score: 0.414
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Merging the Health System and Education Silos to Better Educate Future Physicians. JAMA. 2015 Dec 08; 314(22):2349-50.
Score: 0.410
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Patient safety room of horrors: a novel method to assess medical students and entering residents' ability to identify hazards of hospitalisation. BMJ Qual Saf. 2016 Mar; 25(3):153-8.
Score: 0.409
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Role-Modeling Cost-Conscious Care--A National Evaluation of Perceptions of Faculty at Teaching Hospitals in the United States. J Gen Intern Med. 2015 Sep; 30(9):1294-8.
Score: 0.402
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Fostering value in clinical practice among future physicians: time to consider COST. Acad Med. 2014 Nov; 89(11):1440.
Score: 0.380
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Exploring entrustment: housestaff autonomy and patient readmission. Am J Med. 2014 Aug; 127(8):791-7.
Score: 0.367
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Anticipated consequences of the 2011 duty hours standards: views of internal medicine and surgery program directors. Acad Med. 2012 Jul; 87(7):895-903.
Score: 0.323
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A longitudinal approach to handoff training. Virtual Mentor. 2012 May 01; 14(5):383-8.
Score: 0.319
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Preparing for "diastole": advanced training opportunities for academic hospitalists. J Hosp Med. 2006 Nov; 1(6):368-77.
Score: 0.218
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The domain of general internal medicine: a perspective from trainees. Ann Intern Med. 2004 Oct 05; 141(7):578; author reply 578.
Score: 0.189
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Pursuing Excellence: Integrating Clinical Learning Environment Staff and Learners Into the Pursuit of Quality, Safety, Equity, and Value. J Grad Med Educ. 2021 Apr; 13(2):294-300.
Score: 0.149
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A Solution to the Problem of Sustainability of Opioid Initiatives in Graduate Medical Education. J Grad Med Educ. 2017 Feb; 9(1):133.
Score: 0.111
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Patient Perceptions of Whom is Most Involved in Their Care with Successive Duty Hour Limits. J Gen Intern Med. 2015 Sep; 30(9):1275-8.
Score: 0.101
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Challenges with continuity clinic and core faculty accreditation requirements. Am J Med. 2013 Jun; 126(6):550-6.
Score: 0.086
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Supplementing cross-cover communication with the patient acuity rating. J Gen Intern Med. 2013 Mar; 28(3):406-11.
Score: 0.083
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Survey of overnight academic hospitalist supervision of trainees. J Hosp Med. 2012 Sep; 7(7):521-3.
Score: 0.081
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Effects of increased overnight supervision on resident education, decision-making, and autonomy. J Hosp Med. 2012 Oct; 7(8):606-10.
Score: 0.081
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Resident time spent in clinical and educational activities at home: implications for duty hours. Arch Intern Med. 2011 Jun 13; 171(11):1038-9.
Score: 0.075
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Effects of the accreditation council for graduate medical education duty-hour limits on sleep, work hours, and safety. Pediatrics. 2008 Dec; 122(6):1413-4; author reply 1414-5.
Score: 0.063
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Effect of ACGME duty hours on attending physician teaching and satisfaction. Arch Intern Med. 2008 Jun 09; 168(11):1226-8.
Score: 0.061
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Promoting an environment of professionalism: the University of Chicago "Roadmap". Acad Med. 2007 Nov; 82(11):1098-107.
Score: 0.058
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Improving sleep hygiene of medical interns: can the sleep, alertness, and fatigue education in residency program help? Arch Intern Med. 2007 Sep 10; 167(16):1738-44.
Score: 0.058
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Integrating Physicians Into Lean Quality Improvement Through a Structured Educational Program: The ECLIPSE Program. Am J Med Qual. 2022 Jan-Feb 01; 37(1):6-13.
Score: 0.039
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Bridging the Gap: Interdepartmental Quality Improvement and Patient Safety Curriculum Created by Hospital Leaders, Faculty, and Trainees. J Grad Med Educ. 2018 Oct; 10(5):566-572.
Score: 0.031
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Networking Matters: A Social Network Analysis of the Association of Program Directors of Internal Medicine. Teach Learn Med. 2018 Oct-Dec; 30(4):415-422.
Score: 0.030
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Attending Physician Remote Access of the Electronic Health Record and Implications for Resident Supervision: A Mixed Methods Study. J Grad Med Educ. 2017 Dec; 9(6):706-713.
Score: 0.029
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Bridging Leadership Roles in Quality and Patient Safety: Experience of 6 US Academic Medical Centers. J Grad Med Educ. 2017 Feb; 9(1):9-13.
Score: 0.028