San Miguel, MD, et al.

This journal club style curriculum was developed to advance 4th year medical students in Emergency Medicine (EM) Milestone 19. The curriculum was introduced as part of a longitudinal boot camp course for EM- bound students.

Aziz, MD, et al.

Our objective was to evaluate the potential of a video game for simulating the cognitive demands required of task-switching.

Parekh, MD, et al.

Gender disparities exist in academic emergency medicine (EM). We developed and implemented a female EM physician group – Women in Academic Emergency Medicine (WAM) – to support female EM residents, fellows, and faculty.

Caretta-Weyer, MD.

We developed a multi-modal, learner-driven, interactive curriculum to address the unique nonclinical challenges senior EM residents face during the transition from residency to independent practice.

Walsh, MD, et al.

Our objective was to implement a high-yield weekly training session that effectively teaches important emergency department procedures.

Miller, MD, et al.

This review is a descriptive summary of the development of these examinations and their relevant usage and performance data. In particular, we describe how examination content was edited to affect desired changes in examination performance data and offer a model for educators seeking to develop their own examinations.

Tews, DO, MS, et al.

The objectives for this educational innovation were to 1) implement a team-based model of a M4 student clinical experience; 2) measure the student’s clinical performance from their end-of-shift evaluations and case logs; and 3) assess the perception of the model from faculty and students.

Messman, MD, et al.

Textbook reading plays a foundational role in a resident’s knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.

Fallon, MD, et al.

We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material.

Barrie, MD, et al.

Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions. Interns demonstrated improvement in medical knowledge through higher scores on a posttest. Evaluation survey results were also favorable for the flipped-classroom teaching format.

Andrew W. Phillips, MD, MEd, et al.

The best use of survey methodology is to investigate human phenomena, such as emotions and opinions. These are data that are neither directly observable, nor available in documents. Moreover, a new survey instrument is only indicated when a prior instrument does not exist or is determined empirically to have insufficient validity and reliability evidence for the sampling frame of interest.

Joseph LaMantia, MD, et al.

In 1990, Ernest Boyer called on academic medicine to affirm its central role in education by expanding the scope of scholarship to include the domain of teaching.

Suzanne Bentley, MD, MPH, et al.

Feedback, particularly real-time feedback, is critical to resident education. The emergency medicine (EM) milestones were developed in 2012 to enhance resident assessment, and many programs use them to provide focused resident feedback.

Laura R. Thompson, MD, et al.

Medical schools in the United States are encouraged to prepare and certify the entrustment of medical students to perform 13 core entrustable professional activities (EPAs) prior to graduation.

Katherine M. Hiller, MD, MPH, et al.

The clinical assessment of medical students in the emergency department (ED) is a highly variable process in which clerkship directors (CD) create and use institution-specific tools, many with unproven reliability or validity, to assess students of differing experience and from different institutions.