Volume 8: Issue 2s1

Introduction

This section presents detailed findings from the first round of visits of the Clinical Learning Environment Review (CLER) Program, organized into six parts by the CLER focus areas: patient safety, health care quality, care transitions, supervision, fatigue management and duty hours, and professionalism.

Between 2012 and 2015, site visits were conducted at major participating clinical sites for 297 ACGME-accredited Sponsoring Institutions (SIs) with three or more core residency programs.1 2

Collectively, these 297 SIs oversee 8,878 ACGME-accredited residency and fellowship programs, with a range of from three to 148 programs per SI (median=17). Because our sample consisted entirely

Foreword to the CLER National Report of Findings 2016

Introduction to the CLER National Report of Findings 2016

The Overview of the CLER Program: CLER National Report of Findings 2016

Introduction

The Methodology for the CLER National Report of Findings 2016

Introduction

The Overarching Themes from the CLER National Report of Findings 2016

Introduction

Challenges and Opportunities in the Six Focus Areas: CLER National Report of Findings 2016

Introduction

Detailed Findings from the CLER National Report of Findings 2016

Introduction

Lessons Learned and Future Directions: CLER National Report of Findings 2016

Appendices

Rouge on the Lips of Silence

Evaluating Methodology for Increasing Diversity in US Residency Training Programs: A Scoping Review

Scoping Review of Simulation-Based Training for Social Determinants of Health Within Residency Programs

Career Outcomes Among Graduates of 2 Urban Health Primary Care Training Programs

Trends in MedEdPORTAL Faculty Development Resources for Clinician Educators

The Effect of Paging Reminders on Fellowship Conference Attendance: A Multi-Program Randomized Crossover Study

A Values Affirmation Intervention to Improve Female Residents' Surgical Performance

Improving Residents' Safe Opioid Prescribing for Chronic Pain Using an Objective Structured Clinical Examination

Integrating a Resident-Driven Longitudinal Quality Improvement Curriculum Within an Ambulatory Block Schedule

Skills for Interviewing Adolescent Patients: Sustainability of Structured Feedback in Undergraduate Education on Performance in Residency