Radiology training is an important component of emergency medicine (EM) education, but its delivery has been variable. Program directors have reported a lack of radiology skills in incoming interns. A needs assessment is a crucial first step toward improving radiology education among EM residencies. Our objective was to explore the current state of radiology education in EM residency programs.
Although emergency medicine (EM) residency program directors (PD) have multiple sources to evaluate each applicant, some programs await the release of the medical student performance evaluation (MSPE) to extend interview offers. While prior studies have demonstrated that MSPE content is variable and selectively positive, no prior work has evaluated the impact of the MSPE on the likelihood to invite (LTI) applicants for a residency interview. This study aimed to evaluate how information in the MSPE impacted LTI, with the hypothesis that changes in LTI would be relatively rare based on MSPE review alone.
Residency scholarly tracks are educational programs, designed to help trainees develop an area of expertise. Although the breadth of residency point-of-care ultrasound (POCUS) education has developed considerably in recent years, there is no literature to date describing scholarly tracks specifically in POCUS. In this study we sought to determine the prevalence, characteristics, and outcomes of POCUS scholarly tracks in emergency medicine (EM).
Author Affiliation Jordan R. Pollock, BS Mayo Clinic Alix School of Medicine, Scottsdale, Arizona Jeffery A. Weyand, BS Washington State University Elson S. Floyd College of Medicine, Spokane, Washington Amy B. Reyes, MLIS Arizona State University, Tempe, Arizona Shiva Senemar, BS Arizona State University, Tempe, Arizona Aunika L. Swenson, MD Stanford University, Department of Emergency […]
Author Affiliation Spencer Lord, MD Albany Medical Center, Department of Emergency Medicine and Department of Surgery, Albany, New York Garrett Lord, Dattner Architects, New York, New York Sean P. Geary, MD Albany Medical Center, Department of Emergency Medicine and Department of Surgery, Albany, New York Introduction Methods Results Discussion Limitations Conclusion ABSTRACT Introduction Pericardiocentesis is […]
Author Affiliation Emily C. Cleveland Manchanda, MD, MPH Massachusetts General and Brigham and Women’s Hospitals, Boston Harvard Affiliated Emergency Medicine Residency, Boston, Massachusetts; Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts Anita N. Chary, MD, PhD Massachusetts General and Brigham and Women’s Hospitals, Boston Harvard Affiliated Emergency Medicine Residency, Boston, Massachusetts; Harvard Medical School, […]
Interest is growing in specialty-specific assessments of student candidates based on clinical clerkship performance to assist in the selection process for postgraduate training. The most established and extensively used is the emergency medicine (EM) Standardized Letter of Evaluation (SLOE), serving as a substitute for the letter of recommendation.
With the unpredictable future of the coronavirus disease 2019 (COVID-19) pandemic, institutions have begun altering the clinical experience for students and instituting travel bans for both their faculty and students.1 On March 17, 2020, a joint recommendation from the Association of American Medical Colleges and the Liaison Committee on Medical Education was issued, which supported suspending clinical activities for medical students for a two-week minimum
Initiatives for addressing resident wellness are a recent requirement of the Accreditation Council for Graduate Medical Education in response to high rates of resident burnout nationally. We review the literature on wellness and burnout in residency education with a focus on assessment, individual-level interventions, and systemic or organizational interventions.
We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM.
Since the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities. Here we explore a variety of innovative approaches to the development and revision of the EMS fellowship curriculum.
At our institution, due to resident feedback a change in curriculum was initiated. Our objective was to determine whether assigned Evidence-Based Medicine (EBM) articles and Rosh Review questions were non-inferior to Tintinalli textbook readings. We further hypothesized that the non-textbook assigned curriculum would lead to higher resident satisfaction, greater utilization, and a preference over the old curriculum.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
