Holistic Review in Medical Education

Perspectives on Medical Education

What does it really mean to transition from studying medicine to practicing it? In this episode, we explore that pivotal shift through the lens of a fourth-year medical student, diving into the questions many trainees are asking but not always sure how to approach. Together with faculty perspectives, the conversation unpacks three key areas: evolving from a learner to a clinician, how learning changes across the continuum from undergraduate to graduate medical education, and how to advocate for yourself with confidence and professionalism. Our guests share insights on the mindset shifts required to step into clinical responsibility, the different types of learning and expectations at each stage of training, and the traits that distinguish successful students, residents, and fellows. The discussion also tackles timely topics in medical education, including work-hour restrictions, access to surgical training opportunities, and strategies for supporting learners who may be struggling. The episode closes with a “Med Ed Moment” from each guest—one key takeaway they hope every listener carries forward. Whether you’re a medical student preparing for residency, a trainee navigating your next step, or an educator supporting learners along the way, this conversation offers practical advice and thoughtful reflection on growth in medicine. 4:06 – As a medical student, what questions might you have? What would you like to know? 5:30 – Transition from “studying” to “practicing” medicine / mindset shifts (Dan → Omar → Alex) 10:46 – Tyler: How are medical students approaching the transition from “studying” to “practicing” medicine? 12:52 – Dan: Throughout your career, what has the evolution of learners been like? 16:35 – Omar: What advice do you have for faculty to give learners more autonomy? 20:00 – Alex: How should students and residents advocate for themselves when seeking learning opportunities and autonomy? 22:43 – Tyler: Share the medical student experience of advocating for yourself (Group follow-up discussion) 31:00 – General discussion on hot topics 32:06 – Dan: How do you approach learners when there may be fewer surgical cases to maximize skill development during residency? Alex: How would you advise learners or faculty navigating fewer opportunities? 37:45 – Omar follow-up 40:16 – Med Ed Moment

The Role of Advanced Practice Providers in Academic Medicine

In this episode, hosts Drs. Omar Young and Abhi Sripad explore the expanding role of advanced practice providers, or APPs, in academic medicine. With more than 60% of physician training now occurring in outpatient settings and APPs representing the fastest-growing segment of the academic clinical workforce, this conversation highlights why their contributions to education and patient care matter more than ever. Guests Erin Huprich, WHNP, and Meg Berreth, CNM, share how APPs became part of the academic medicine landscape and how their roles as clinicians and educators have evolved. They walk listeners through a typical teaching day in the ambulatory setting, discuss who they teach and how, and reflect on what medical students and residents often misunderstand about APP roles before stepping into clinic. The group takes a deeper look at collaboration between APPs and physicians, moving past the buzzword to describe what effective teamwork looks like in practice. They also address questions of hierarchy, training, and capabilities, and share teaching moments that have made a lasting impact. From the physician perspective, Drs. Young and Sripad discuss models of collaboration they have seen work best in academic settings. As always, the episode concludes with a Med Ed Moment, as each guest names one systemic challenge and offers one practical call to action for listeners, especially program directors and department chairs seeking to better integrate APPs into their training programs.

Solidifying Surgical Training in the Era of Decreased TAH/TVH Volume

In this episode of MED ED MATTERS, hosts Dr. Omar Young and Dr. Abhi Sripad sit down with Dr. Leslie Clark, academic gynecologic oncologist, to unpack what’s changing in surgical training—and what must be protected. Together, they explore whether core surgical skills are being lost or simply concentrated, how competency should really be assessed, and why case numbers alone don’t tell the full story. Dr. Clark shares how a deep dive into resident case logs revealed meaningful gaps in exposure—and how intentional case assignment, autonomy tracking, and faculty alignment can help close them. The conversation spans everything from entrustment versus volume, to what residents uniquely gain from open surgery, to advice for trainees worried about their numbers. 🎧 Listener note: This episode includes timestamps so you can jump directly to questions of interest, including: * 2:42 - How do we ensure residents graduate competent in open and vaginal techniques when those cases are less common? * 3:45 - When you think about surgical training today versus ten years ago, what feels most different? * 5:03- Are we truly losing these skills, or are they just becoming concentrated in certain hands? * 6:37 - As an attendee, how do you determine whether a learner is competent? * 8:42 - When we look at resident case logs at UNC, what patterns did you notice that made you think intervention was necessary? * 9:47 - What do residents uniquely learn during an open hysterectomy that they may not fully develop in a purely minimally invasive environment? * 11:35 - How do you train individuals who are not being exposed to certain procedures? How do you get your trainee to teach you? * 15:35 - How does Dr. Clark implement learners into these opportunities: * 16:58 - How was Dr. Clark's model developed? * 18:17 - Should entrustment and autonomy tracking carry more weight than raw volume? * 20:33 - Residency Tracking and Initiatives for Surgical Education: * 23:28 - What advice would you give a resident who is concerned about Their surgical volume numbers? * 28:13 - What skills should a resident have to be able to perform a TAH/TVH? What is the most under-taught surgical skill? * 32:39 - What is your Med Ed Moment?

Technology and Simulation in Medical Training

In this episode, Drs. Omar Young and Abhishek Sripad sit down with Dr. Lauren Siff, a double board-certified urogynecologist and Chief of Gynecology and Chief of Urogynecology at the Central Virginia VA Health Care System. She also serves as Associate Professor at the VCU School of Medicine and is affiliated with the VCU Institute of Engineering. Dr. Siff shares her journey into medical training and education, reflecting on how her early experiences shaped her passion for simulation-based learning. The conversation explores the evolving role of technology in medical education, including an overview of augmented reality (AR) and how it enhances learner engagement and skill development. The discussion dives into the purpose and advantages of simulators in medical training, highlighting the key principles that make simulation effective—from psychological safety to deliberate practice and structured feedback. Dr. Siff also discusses how stakeholder input and logistical considerations reshaped the initial simulation vision, offering valuable insight into implementation challenges and successes. For educators and program leaders, this episode provides practical guidance on incorporating simulation into teaching and key considerations for program directors integrating technology-driven learning into their curricula. Audio Notice: Several brief portions of the recording were not captured due to technical issues. This can happen with technology, especially with our doctors and guests traveling and working nationwide. We appreciate your patience and understanding.

Holistic Review in Medical Education

In this episode, co-host Abhishek Sripad, MD sits down with host Dr. Omar Young for an in-depth conversation on holistic review in medical school admissions. Dr. Young shares his personal journey into medical education and what led him to focus on admissions practices and evaluation frameworks. Together, they unpack the concept of holistic review, offering clear takeaways for listeners and explaining how it addresses long-standing flaws in standardized testing and score-based evaluations. The discussion traces the evolution of admissions frameworks, examining the advantages and shortcomings of traditional models and the challenges institutions face when adopting holistic review. The episode also focuses on real-world implementation, from training individual interviewers to balance experiences, attributes, and metrics, to guiding program leaders in developing mission-driven value statements and program-wide evaluation strategies. This conversation provides practical insight for anyone involved in medical education, admissions, or applicant evaluation. Timestamps: 1:50 How did you get involved in Medical Education? 6:12 What is holistic review? 8:34 Step 1 Testing Experience 11:23 Medical School Testing Flaws 12:45 Benefits of Hollistic Review 15:30 What Hollistic Review Does 18:18 Omar Young Real life Example of Hollistic Review 21:11 Advantages to the older framework 23:00 disadvantages of evaluating via scores 25:36 Alignment Check-Index 27:50 How would you instruct/guide the individual interviewer to conduct their interviews? 32:50 as a program leader, how do you move towards developing holistic review as the method of applicant evaluation for the entire program? 40:10 Med Ed Moment