Education Archives - Page 2 of 5 - The Western Journal of Emergency Medicine

An Academic Relative Value Unit System: Do Transparency, Consensus, and Accountability Work?

Carmody, MD.

Core departmental education responsibilities are often distributed inequitably across academic departments. An approach using an incentive program, which emphasizes transparency, equity, and consensus may help academic departments share core education responsibilities and reward scholarly activity.

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The Standardized Letter of Evaluation Narrative: Differences in Language Use by Gender

Miller, MD, et al.

The emergency medicine (EM) Standardized Letter of Evaluation (SLOE) format limits word count and provides detailed instructions for writers. The objective of this study is to examine differences in language used to describe men and women applicants within the SLOE narrative.

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How Well Does the Standardized Video Interview Score Correlate with Traditional Interview Performance?

Chung, MD, et al.

The SVI is a video-recorded, uni-directional interview consisting of six questions designed to assess interpersonal and communication skills and professionalism. The goal of this study was to determine whether the SVI score correlates with a traditional in-person interview score.

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We Need Our Village: CORD’s Response to the ACGME’s Common Program Requirements

Moreira, MD, et al.

Until 2019, the Emergency Medicine ACGME (Accreditation Council for Graduate Medical Education) program requirements stated that institutions were required to provide protected non-clinical time for core faculty. Specifically, core faculty could not be required to generate clinical or other income to support that protection. These core faculty could not average more than 28 clinical hours per week, or 1344 clinical hours per year. In the new proposed program requirements, the requirement to ensure this non-clinical time has been removed.

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Trials and Tribulations in Implementation of the Emergency Medicine Milestones from the Frontlines

Sheng, MD, et al.

As part of medical education’s shift toward competency-based education (CBE), the Accreditation Council for Graduate Medical Education (ACGME) announced the Milestones Project in 2008 to create an outcomes-based model of competency development. The goal was to characterize specific accomplishments or behaviors demonstrated by physician trainees as they progressed toward independent practice.

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Is National Resident Matching Program Rank Predictive of Resident Performance or Post-graduation Achievement? 10 Years at One Emergency Medicine Residency

Wall, MD, MPH, et al.

Each year residency programs expend considerable effort ranking applicants for the National Residency Matching Program (NRMP). We explored the relationship between residents’ NRMP rank list position as generated at our institution and their performance in residency and post-graduation to determine whether such efforts are justified.

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Design Your Clinical Workplace to Facilitate Competency-Based Education

Caretta-Weyer, MD, MHPE, et al.

The true intent of the ACGME Milestones is to represent the developmental trajectory of a resident over time. The variability in faculty ratings, which may initially seem frustrating, are instead intentionally important to the process of monitoring development in our trainees. There is no perfect assessment tool and there will be variability in assessments. And that’s okay.

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Feasibility of Telesimulation and Google Glass for Mass Casualty Triage Education and Training

McCoy, MD, et al.

Our goal was to evaluate the feasibility and effectiveness of using telesimulation to deliver an emergency medical services (EMS) course on mass casualty incident (MCI) training to healthcare providers overseas.

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Targeted Simulation-based Leadership Training for Trauma Team Leaders

Rosenman, MD, et al.

Traditionally, healthcare curricula have included leadership as a small component of broader teamwork training, with very few examples of leadership-focused curricula. The objective of this work is to describe a novel simulation-based team leadership curriculum that easily adapts to individual learners.

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The Flipped Classroom: A Critical Appraisal

Kraut, MD, et al.

The objective of this study was to review and critically appraise the medical education literature pertaining to a flipped-classroom (FC) education model, and to highlight influential papers that inform our current understanding of the role of the FC in medical education.

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Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training

Lu, MD, MSCI, MBE, et al.

We investigated national rates of EM resident attrition and examined the reasons and factors associated with their attrition.

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Use of Emergency Department Pharmacists in Emergency Medicine Resident Milestone Assessment

Bedy, PharmD, BCPS, et al.

To remedy the lack of objective data when assessing the pharmacotherapy sub-competency (PC5) we introduced a unique approach that actively involves departmental clinical pharmacists in determining the milestone level achieved by the resident.

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Individualized Interactive Instruction: A Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Estes, MD, et al.

This article provides a review of the current literature on the implementation and utilization of III in emergency medicine residency education.

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Creating Consensus: Revisiting the Emergency Medicine Resident Scholarly Activity Requirement

Kane, MD, et al.

In the context of the upcoming single accreditation system for graduate medical education resulting from an agreement between the Accreditation Council for Graduate Medical Education (ACGME), American Osteopathic Association and American Association of Colleges of Osteopathic Medicine, we saw the opportunity for charting a new course for emergency medicine (EM) scholarly activity (SA).

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Response to “Creating Consensus: Revisiting the Emergency Medicine Scholarly Activity Requirement”

Pasichow, MD, MPH, et al.

This paper presents the outcomes of efforts by the Society of Academic Emergency Medicine’s Research Directors Interest Group to understand emergency physicians’ attitudes and opinions on resident scholarly activity.

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Scholarship in Emergency Medicine: A Primer for Junior Academics: Part II: Promoting Your Career and Achieving Your Goals

Langabeer, PhD, et al.

In this article, we provide expert consensus recommendations for improving junior faculty’s scholarship in emergency medicine (EM). Specific focus is given to promoting your research career, obtaining additional training opportunities, networking in EM, and other strategies for strategically directing a long-term career in academic medicine.

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Journal Club in Residency Education: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Gottlieb, MD, et al.

This paper provides a critical review of the literature on the design and structure of journal clubs in residency education with a focus on preparation, topic selection, implementation, and integration of technology.

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Teaching Methods Utilized During Medical Resuscitations in an Academic Emergency Department

Weichenthal, MD, et al.

There is research describing clinical teaching strategies used in the emergency department (ED), but less is known about specific methods employed during actual medical resuscitations. Our objective was to identify and describe the teaching methods used during medical resuscitations.

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A Targeted Mindfulness Curriculum for Medical Students During Their Emergency Medicine Clerkship Experience

Chung, MD, et al.

We developed an innovative, mindfulness-based curriculum designed to be integrated into a standard EM clerkship for senior medical students to help students manage stress and reduce their risk of burnout.

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Effect of an Educational Intervention on Medical Student Scripting and Patient Satisfaction: A Randomized Trial

Pettit, MD, et al.

Our objective was to measure the use of targeted communication skills after an educational intervention as well as to further clarify the relationship between communication element usage and patient satisfaction.

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Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career

Jordan, MD, et al.

We aim to describe the current state of scholarly tracks in residency training programs and their association with pursuit of an academic career.

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Free Open Access Medical Education (FOAM) in Emergency Medicine: The Global Distribution of Users in 2016

Burkholder, MD, et al.

This descriptive report evaluates the 2016 web analytics data from a convenience sample of FOAM blogs and websites with a focus on emergency medicine (EM) and critical care.

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Implementation of an Emergency Medicine Research Associates Program: Sharing 20 Years of Experience

Abar, PhD, et al.

Our goal was to detail the Emergency Department Research Associates (EDRA) program processes developed at the URMC that has led to our program’s sustainability and productivity.

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3 for the Price of 1: Teaching Chest Pain Risk Stratification in a Multidisciplinary, Problem-based Learning Workshop

Alley, MD, et al.

Our objective was to evaluate the effectiveness of a multidisciplinary, problem-based learning workshop to teach third-year medical students about risk assessment for patients presenting with chest pain, specifically focusing on acute coronary syndromes.

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The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face

Jordan, MD, et al.

Educators and education researchers report that their scholarship is limited by lack of time, funding, mentorship, expertise, and reward. This study aims to evaluate these groups’ perceptions regarding barriers to scholarship and potential strategies for success.

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Educator Toolkits on Second Victim Syndrome, Mindfulness and Meditation, and Positive Psychology: The 2017 Resident Wellness Consensus Summit

Chung, MD, et al.

Burnout, depression, and suicidality among residents across all specialties have become a critical focus of attention for the medical education community. Prevalence studies have revealed rates of burnout among residents to be as high as 76%, as measured by the Maslach Burnout Inventory (MBI).

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