The COVID-19 pandemic disrupted medical education. In-person classes and clinical rotations were urgently canceled, followed by a historic and unprecedented migration to online teaching. Most medical school courses were not designed to be fully online, and faculty and students are novices in the process. The purpose of this article is to provide recommendations for educators to optimize their approach to online curricular transformation. Mindful teaching online creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.

Sport scholars have connected heteronormativity and heterosexism to the creation of privilege for the dominant group. They also contend that the coverage and framing of female athletes and coaches promote heteronormativity across print, broadcast, and new media. To date, research examining heteronormativity and heterosexism on university-sponsored athletics Web sites is scarce. Using framing theory, online biographies of NCAA intercollegiate head coaches of 12 conferences (N = 1,902) were examined for textual representations of heteronormativity and heterosexism. Biographies were coded based on the presence or absence of personal text—and the presence or absence of family narratives. The data demonstrate a near absence of gay, lesbian, bisexual, and transgendered coaches, suggesting that digital content of intercollegiate athletic department Web sites reproduces dominant gender ideologies and is plagued by homophobia in overt and subtle ways.

BackgroundMedical education outcomes and clinical data exist in multiple unconnected databases, resulting in 3 problems: (1) it is difficult to connect learner outcomes with patient outcomes, (2) learners cannot be easily tracked over time through the education-training-practice continuum, and (3) no standard methodology ensures quality and privacy of the data.ObjectiveThe purpose of this study was to develop a Medical Education Outcomes Center (MEOC) to integrate education data and to build a framework to standardize the intake and processing of requests for using these data.MethodsAn inventory of over 100 data sources owned or utilized by the medical school was conducted, and nearly 2 dozen of these data sources have been vetted and integrated into the MEOC. In addition, the American Medical Association (AMA) Physician Masterfile data of the University of Minnesota Medical School (UMMS) graduates were linked to the data from the National Provider Identifier (NPI) registry to develop a mechanism to connect alumni practice data to education data.ResultsOver 160 data requests have been fulfilled, culminating in a range of outcomes analyses, including support of accreditation efforts. The MEOC received data on 13,092 UMMS graduates in the AMA Physician Masterfile and could link 10,443 with NPI numbers and began to explore their practice demographics. The technical and operational work to expand the MEOC continues. Next steps are to link the educational data to the clinical practice data through NPI numbers to assess the effectiveness of our medical education programs by the clinical outcomes of our graduates.ConclusionsThe MEOC provides a replicable framework to allow other schools to more effectively operate their programs and drive innovation.

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