首页 > 最新文献

AEM Education and Training最新文献

英文 中文
Pre- and Post-Pandemic Trends in Emergency Medicine Resident Attrition 大流行前和大流行后急诊医学住院医师流失的趋势。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-09-28 DOI: 10.1002/aet2.70089
Andrew R. Ketterer, Anne V. Grossestreuer, Jason J. Lewis

Introduction

Completion of EM residency is essential for the growth of the specialty and the strength of each residency program. Understanding resident attrition is paramount for program leadership and recruitment. We aimed to determine if there was a change in EM resident attrition rates after the COVID-19 pandemic. We also sought to determine whether residency attrition rates correlated to attending attrition rates or EM residency application numbers.

Methods

This was a retrospective cross-sectional study of publicly available data from the ACGME Data Resource Book from 2013 to 2023, NRMP Results and Data from 2014 to 2024, and the Medicare Physician and Other Practitioners database. When comparing the proportions of attrition between residents and attendings by year, the attending rate from 2 years prior was used, as we hypothesized a lag between attending and resident attrition based on structural factors in residency application and employment. To test whether attrition rates followed a similar pattern over time, slopes between residents and attendings were compared by year using a linear regression. A similar method was used to compare yearly resident attrition rate to annual application rates.

Results

Between 2014 and 2021, there was a general decline in EM resident attrition, followed by an increase in attrition in 2021–22. This pattern mirrored attending attrition rates with a two-year delay. Attending and resident attrition persisted at a higher-than-baseline rate in 2021 and the 2022–23 academic years, respectively. Lower-than-baseline application rates by these students persisted in the 2022–23 academic year, as did higher-than-baseline resident attrition rates.

Discussion

We found a spike in EM resident attrition for the 2021–22 academic year after a period of decline, mirroring trends in EM attending attrition, and an inverse correlation between EM residency application and attrition rates after 2021–22. Further studies are needed to elucidate the underlying factors determining resident attrition, attending attrition, and EM residency application.

简介:完成EM住院医师培训对专业的发展和每个住院医师项目的实力至关重要。了解住院医生的流失对项目领导和招聘是至关重要的。我们的目的是确定COVID-19大流行后新兴市场居民流失率是否发生变化。我们还试图确定住院医师流失率是否与住院医师流失率或EM住院医师申请数量相关。方法:这是一项回顾性横断面研究,收集了2013年至2023年ACGME数据资源书、2014年至2024年NRMP结果和数据以及医疗保险医师和其他从业者数据库中的公开数据。当按年比较住院医师和主治医师之间的流失率时,我们使用了2年前的住院率,因为我们假设住院医师和住院医师之间的流失率存在滞后,这是基于住院医师申请和就业的结构性因素。为了测试流失率是否随着时间的推移遵循类似的模式,使用线性回归按年比较了住院医生和主治医生之间的斜率。一个类似的方法被用来比较年度居民流失率和年度申请率。结果:2014年至2021年间,新兴市场居民的流失率普遍下降,随后在2021年至2022年期间流失率上升。这种模式反映了两年后的流失率。在2021年和2022-23学年,参加和住院人员的流失率分别高于基线率。在2022-23学年,这些学生低于基线的申请率持续存在,居民流失率也高于基线。讨论:我们发现,在经历了一段时间的下降之后,新兴市场住院医师的流失率在2021-22学年出现了飙升,反映了新兴市场住院医师的流失率趋势,并且在2021-22学年之后,新兴市场住院医师申请与流失率之间呈负相关关系。需要进一步的研究来阐明决定住院人员流失、主治人员流失和EM住院申请的潜在因素。
{"title":"Pre- and Post-Pandemic Trends in Emergency Medicine Resident Attrition","authors":"Andrew R. Ketterer,&nbsp;Anne V. Grossestreuer,&nbsp;Jason J. Lewis","doi":"10.1002/aet2.70089","DOIUrl":"10.1002/aet2.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Completion of EM residency is essential for the growth of the specialty and the strength of each residency program. Understanding resident attrition is paramount for program leadership and recruitment. We aimed to determine if there was a change in EM resident attrition rates after the COVID-19 pandemic. We also sought to determine whether residency attrition rates correlated to attending attrition rates or EM residency application numbers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a retrospective cross-sectional study of publicly available data from the ACGME Data Resource Book from 2013 to 2023, NRMP Results and Data from 2014 to 2024, and the Medicare Physician and Other Practitioners database. When comparing the proportions of attrition between residents and attendings by year, the attending rate from 2 years prior was used, as we hypothesized a lag between attending and resident attrition based on structural factors in residency application and employment. To test whether attrition rates followed a similar pattern over time, slopes between residents and attendings were compared by year using a linear regression. A similar method was used to compare yearly resident attrition rate to annual application rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Between 2014 and 2021, there was a general decline in EM resident attrition, followed by an increase in attrition in 2021–22. This pattern mirrored attending attrition rates with a two-year delay. Attending and resident attrition persisted at a higher-than-baseline rate in 2021 and the 2022–23 academic years, respectively. Lower-than-baseline application rates by these students persisted in the 2022–23 academic year, as did higher-than-baseline resident attrition rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We found a spike in EM resident attrition for the 2021–22 academic year after a period of decline, mirroring trends in EM attending attrition, and an inverse correlation between EM residency application and attrition rates after 2021–22. Further studies are needed to elucidate the underlying factors determining resident attrition, attending attrition, and EM residency application.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12476952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
EM Download: Giving Feedback in the Emergency Department EM下载:在急诊科给予反馈
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-09-22 DOI: 10.1002/aet2.70091
S. Natesan, M. Rivera, K. Gore, S. Natesan-Torres, M. Gottlieb
{"title":"EM Download: Giving Feedback in the Emergency Department","authors":"S. Natesan,&nbsp;M. Rivera,&nbsp;K. Gore,&nbsp;S. Natesan-Torres,&nbsp;M. Gottlieb","doi":"10.1002/aet2.70091","DOIUrl":"https://doi.org/10.1002/aet2.70091","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Establishing the Patient Task Facilitator Program: Redefining the Shadower Role 建立病人任务促进者计划:重新定义影子角色
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-09-22 DOI: 10.1002/aet2.70084
Adam Janicki, Stephanie Gonzalez, Michele L. Dorfsman

Background

Physician shadowing offers exposure to physicians' daily responsibilities, roles, and understanding of patient interactions. Given the pressure to maintain clinical productivity, including students in Emergency Department care may be difficult. Student impact on patient care and physician workflow is understudied, and novel programs seeking to incorporate students are warranted.

Methods

We created a longitudinal educational program that combines physician mentorship and an in-depth clinical experience by offering more direct patient-facing activities compared with traditional volunteering or shadowing. We aimed to improve patient Emergency Department experience, incorporate students into the care team to improve the patient and family experience, and allow faculty to benefit from enhanced workflow by reducing the need for physician and nursing attention. Students served as a patient care concierge by carrying a mobile phone and providing patients with a business card with their phone number so they could be reached for questions, needs, or concerns. Students were not permitted to discuss test results, answer medical questions, or discuss care plans. The program has been modified based on feedback, which is obtained semi-annually.

Results

The patient task facilitator program has been active since 2019. Forty-two students and eight attending physicians have participated. Three students (7%) with engagement below expectations were removed from the program. Adaptations include ensuring consistent mentor pairing, increased phone availability, and internal promotion of the program. Faculty and student satisfaction was high; 74% of students reported plans to pursue careers in medicine, and faculty reported improved productivity, patient satisfaction, and nursing availability. Patients mentioned their patient task facilitator on Press Ganey surveys on multiple occasions as being positive and helpful, with no negative experiences noted.

Conclusion

The Patient Task Facilitator program improved both students' and faculty's satisfaction with shadowing, and additionally improved attending productivity, nursing availability, and patient satisfaction.

医生见习提供了医生的日常职责、角色和对患者互动的理解。鉴于维持临床生产力的压力,包括学生在内的急诊科护理可能很困难。学生对病人护理和医生工作流程的影响还没有得到充分的研究,寻求将学生纳入其中的新项目是有必要的。方法:与传统的志愿服务或见习相比,我们创建了一个纵向教育项目,通过提供更多直接面向患者的活动,将医生指导和深入的临床经验结合起来。我们的目标是改善急诊科患者的体验,将学生纳入护理团队以改善患者和家属的体验,并通过减少对医生和护理人员的需求,使教师从改进的工作流程中受益。学生们充当了病人护理门房的角色,他们随身携带手机,给病人一张名片,上面有他们的电话号码,这样他们就可以在有问题、需要或担忧时找到他们。学生不允许讨论测试结果,回答医学问题,或讨论护理计划。根据半年一次的反馈对程序进行修改。结果患者任务促进者项目自2019年以来一直处于活跃状态。42名学生和8名主治医生参与了这项研究。三名参与度低于预期的学生(7%)被除名。调整包括确保一致的导师配对,增加电话可用性,以及项目的内部推广。教师和学生满意度高;74%的学生报告计划从事医学职业,教师报告提高了工作效率,患者满意度和护理可用性。在Press Ganey的调查中,患者多次提到他们的患者任务促进者是积极和乐于助人的,没有任何负面经历。结论患者任务促进者项目不仅提高了学生和教师对阴影的满意度,而且还提高了护理效率、护理可用性和患者满意度。
{"title":"Establishing the Patient Task Facilitator Program: Redefining the Shadower Role","authors":"Adam Janicki,&nbsp;Stephanie Gonzalez,&nbsp;Michele L. Dorfsman","doi":"10.1002/aet2.70084","DOIUrl":"https://doi.org/10.1002/aet2.70084","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physician shadowing offers exposure to physicians' daily responsibilities, roles, and understanding of patient interactions. Given the pressure to maintain clinical productivity, including students in Emergency Department care may be difficult. Student impact on patient care and physician workflow is understudied, and novel programs seeking to incorporate students are warranted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We created a longitudinal educational program that combines physician mentorship and an in-depth clinical experience by offering more direct patient-facing activities compared with traditional volunteering or shadowing. We aimed to improve patient Emergency Department experience, incorporate students into the care team to improve the patient and family experience, and allow faculty to benefit from enhanced workflow by reducing the need for physician and nursing attention. Students served as a patient care concierge by carrying a mobile phone and providing patients with a business card with their phone number so they could be reached for questions, needs, or concerns. Students were not permitted to discuss test results, answer medical questions, or discuss care plans. The program has been modified based on feedback, which is obtained semi-annually.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The patient task facilitator program has been active since 2019. Forty-two students and eight attending physicians have participated. Three students (7%) with engagement below expectations were removed from the program. Adaptations include ensuring consistent mentor pairing, increased phone availability, and internal promotion of the program. Faculty and student satisfaction was high; 74% of students reported plans to pursue careers in medicine, and faculty reported improved productivity, patient satisfaction, and nursing availability. Patients mentioned their patient task facilitator on Press Ganey surveys on multiple occasions as being positive and helpful, with no negative experiences noted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The Patient Task Facilitator program improved both students' and faculty's satisfaction with shadowing, and additionally improved attending productivity, nursing availability, and patient satisfaction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Half a League Onward: A Medical Student's First Code 半个联盟向前:一个医科学生的第一准则
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-09-22 DOI: 10.1002/aet2.70094
Benjamin M. Stieren
{"title":"Half a League Onward: A Medical Student's First Code","authors":"Benjamin M. Stieren","doi":"10.1002/aet2.70094","DOIUrl":"https://doi.org/10.1002/aet2.70094","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Association Between Performance on the Emergency Medical Services In-Training Exam and Passing the Emergency Medical Services Certifying Exam 急诊医疗服务培训考试成绩与通过急诊医疗服务资格考试的关系
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-08-28 DOI: 10.1002/aet2.70092
Brian M. Clemency, Susan J. Burnett, Johanna C. Innes, Michael O'Brien, Renoj Varughese, Nan Nan, Changxing Ma, Marta Plonka, Evan Shaw, Mohamud R. Daya, Marianne Gausche-Hill

Background

Prior studies have demonstrated a correlation between in-training exam performance and success on the certifying exam in various medical specialties. It is unknown if a relationship exists between performance on the Emergency Medical Services (EMS) In-Training Exam (EMSITE) and success on the EMS Certifying Exam (EMSCE); consequently, EMSITE score reports include percentile rankings to compare performance against other fellows, but do not offer a criterion score or prediction of success on the EMSCE. The goal of this study was to examine if an association exists between EMSITE score and success on the EMSCE.

Methods

This was a retrospective data review, linking data from EMSITE records and EMSCE records. Performances on the 2020 and 2021 EMSITE were compared to the 2021 EMSCE results. Fellows who took the EMSITE but did not take the EMSCE were excluded. EMSITE performance was examined based on overall score and for each of the four content areas. EMSCE results were dichotomized as “pass” or “fail.” Odds ratios were obtained using an unadjusted univariate logistic regression and reported with 95% confidence intervals.

Results

During the 2019–2020 and 2020–2021 academic years, 161 fellows took the EMSITE. This includes 132 (82.0%) who took the EMSCE in 2021. Among those who took the EMSCE, 117 (88.6%) passed. There was an association between the overall EMSITE score and passing the EMSCE (OR 1.17, 95% CI: 1.05–1.30). This association was demonstrated in the content areas of Medical Oversight of EMS (OR 1.14, 95% CI 1.05–1.23) and Quality Management and Research (OR 1.06, 95% CI 1.01–1.10). This association was not significant in the content areas of Clinical Aspects of EMS Medicine (OR 1.09, 95% CI 1.00–1.20) and Special Operations (OR 1.02, 95% CI 0.96–1.09).

Conclusion

These data demonstrate an association between performance on the EMSITE and success on the EMSCE.

背景先前的研究已经证明了培训考试成绩与各种医学专业认证考试的成功之间的相关性。目前尚不清楚急诊医疗服务(EMS)培训考试(EMSITE)的表现与EMS认证考试(EMSCE)的成功之间是否存在关系;因此,EMSITE分数报告包括百分位排名,以比较与其他研究员的表现,但不提供标准分数或预测成功的EMSCE。本研究的目的是检查EMSITE评分与EMSCE成功之间是否存在关联。方法回顾性分析EMSITE记录和EMSCE记录。将2020年和2021年EMSITE的性能与2021年EMSCE的结果进行了比较。参加了EMSITE但没有参加EMSCE的研究员被排除在外。EMSITE的表现是根据总分和四个内容领域中的每一个进行检查的。EMSCE结果分为“合格”和“不合格”。优势比采用未调整的单变量逻辑回归获得,报告的置信区间为95%。结果2019-2020学年和2020-2021学年,161名研究员参加了EMSITE。其中包括在2021年参加EMSCE考试的132人(82.0%)。参加高考的117人(88.6%)通过了考试。总体EMSITE评分与通过EMSCE之间存在关联(OR 1.17, 95% CI: 1.05-1.30)。这种关联在EMS的医疗监督(OR 1.14, 95% CI 1.05-1.23)和质量管理与研究(OR 1.06, 95% CI 1.01-1.10)的内容领域得到证实。这种关联在EMS医学临床方面(OR 1.09, 95% CI 1.00-1.20)和特殊手术(OR 1.02, 95% CI 0.96-1.09)的内容领域不显著。结论:这些数据证明了EMSITE的表现与EMSCE的成功之间存在关联。
{"title":"The Association Between Performance on the Emergency Medical Services In-Training Exam and Passing the Emergency Medical Services Certifying Exam","authors":"Brian M. Clemency,&nbsp;Susan J. Burnett,&nbsp;Johanna C. Innes,&nbsp;Michael O'Brien,&nbsp;Renoj Varughese,&nbsp;Nan Nan,&nbsp;Changxing Ma,&nbsp;Marta Plonka,&nbsp;Evan Shaw,&nbsp;Mohamud R. Daya,&nbsp;Marianne Gausche-Hill","doi":"10.1002/aet2.70092","DOIUrl":"https://doi.org/10.1002/aet2.70092","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prior studies have demonstrated a correlation between in-training exam performance and success on the certifying exam in various medical specialties. It is unknown if a relationship exists between performance on the Emergency Medical Services (EMS) In-Training Exam (EMSITE) and success on the EMS Certifying Exam (EMSCE); consequently, EMSITE score reports include percentile rankings to compare performance against other fellows, but do not offer a criterion score or prediction of success on the EMSCE. The goal of this study was to examine if an association exists between EMSITE score and success on the EMSCE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a retrospective data review, linking data from EMSITE records and EMSCE records. Performances on the 2020 and 2021 EMSITE were compared to the 2021 EMSCE results. Fellows who took the EMSITE but did not take the EMSCE were excluded. EMSITE performance was examined based on overall score and for each of the four content areas. EMSCE results were dichotomized as “pass” or “fail.” Odds ratios were obtained using an unadjusted univariate logistic regression and reported with 95% confidence intervals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>During the 2019–2020 and 2020–2021 academic years, 161 fellows took the EMSITE. This includes 132 (82.0%) who took the EMSCE in 2021. Among those who took the EMSCE, 117 (88.6%) passed. There was an association between the overall EMSITE score and passing the EMSCE (OR 1.17, 95% CI: 1.05–1.30). This association was demonstrated in the content areas of Medical Oversight of EMS (OR 1.14, 95% CI 1.05–1.23) and Quality Management and Research (OR 1.06, 95% CI 1.01–1.10). This association was not significant in the content areas of Clinical Aspects of EMS Medicine (OR 1.09, 95% CI 1.00–1.20) and Special Operations (OR 1.02, 95% CI 0.96–1.09).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These data demonstrate an association between performance on the EMSITE and success on the EMSCE.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sustained Impact: Long-Term Application of Diagnostic Uncertainty Communication Training. 持续影响:诊断不确定性沟通训练的长期应用。
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-08-06 eCollection Date: 2025-08-01 DOI: 10.1002/aet2.70086
Danielle M McCarthy, Jethel Hernandez, Dimitrios Papanagnou, Kenzie A Cameron, David H Salzman, Andrew W Long, Alexandra D Franiek, Kristin L Rising

Objectives: More than one-third of discharged emergency department (ED) patients leave without a clear diagnosis for their symptoms. In 2019-2020, we implemented a simulation-based mastery learning curriculum across two academic medical centers to train emergency medicine residents to discuss diagnostic uncertainty during ED discharge, guided by the Uncertainty Communication Checklist (UCC). We sought to assess if this cohort continues to apply skills learned and to obtain trainee insights into the most valuable checklist items.

Methods: A survey was emailed to all 109 participants who completed the training in 2019-2020. Questions assessed how often participants currently encountered uncertainty and used the skills learned in the curriculum. Additionally, participants rated how important it was to keep each of the 21 UCC items in future uncertainty communication training (4-point Likert scale: very important/important/low importance/not important). Means and proportions are reported.

Results: Sixty-five individuals responded (60%). Mean age was 33; and 30.8% were female. More than 90% encountered diagnostic uncertainty more than once per shift, and 74% applied skills learned in the training "often" or "all the time." Seven of the 21 UCC items received endorsement by more than 70% of respondents as "very important" to retain in future trainings. The item receiving the most endorsement as "very important" (90%) was to "Clearly state that either 'life-threatening' or 'dangerous' conditions have not been found." Items with lower rankings related to generally accepted communication best-practices (e.g., "make eye contact").

Conclusion: Four years following diagnostic uncertainty training completion, most respondents frequently employ skills learned from uncertainty communication training.

目的:超过三分之一的出院急诊科(ED)患者离开没有明确的诊断他们的症状。在2019-2020年,我们在两个学术医疗中心实施了基于模拟的掌握学习课程,以培训急诊医学住院医师在不确定性沟通清单(UCC)的指导下讨论急诊科出院时诊断的不确定性。我们试图评估这个队列是否继续应用所学的技能,并获得受训人员对最有价值的清单项目的见解。方法:通过电子邮件向2019-2020年完成培训的109名参与者发送调查问卷。问题评估了参与者目前遇到不确定性的频率,以及使用课程中学到的技能的频率。此外,参与者还评估了在未来不确定性沟通培训中保留21个UCC项目的重要性(4点李克特量表:非常重要/重要/低重要/不重要)。报告了平均值和比例。结果:65人有反应(60%)。平均年龄33岁;30.8%为女性。超过90%的人每班不止一次遇到诊断不确定性,74%的人“经常”或“一直”应用培训中学到的技能。在21个UCC项目中,有7个项目被超过70%的受访者认可为“非常重要”,需要在未来的培训中保留。被认为“非常重要”的项目中(90%)获得最多支持的是“明确声明没有发现‘危及生命’或‘危险’的情况”。排名较低的项目与普遍接受的沟通最佳实践有关(例如,“进行目光接触”)。结论:在诊断不确定性培训结束后的四年中,大多数受访者经常使用从不确定性沟通培训中学到的技能。
{"title":"Sustained Impact: Long-Term Application of Diagnostic Uncertainty Communication Training.","authors":"Danielle M McCarthy, Jethel Hernandez, Dimitrios Papanagnou, Kenzie A Cameron, David H Salzman, Andrew W Long, Alexandra D Franiek, Kristin L Rising","doi":"10.1002/aet2.70086","DOIUrl":"10.1002/aet2.70086","url":null,"abstract":"<p><strong>Objectives: </strong>More than one-third of discharged emergency department (ED) patients leave without a clear diagnosis for their symptoms. In 2019-2020, we implemented a simulation-based mastery learning curriculum across two academic medical centers to train emergency medicine residents to discuss diagnostic uncertainty during ED discharge, guided by the Uncertainty Communication Checklist (UCC). We sought to assess if this cohort continues to apply skills learned and to obtain trainee insights into the most valuable checklist items.</p><p><strong>Methods: </strong>A survey was emailed to all 109 participants who completed the training in 2019-2020. Questions assessed how often participants currently encountered uncertainty and used the skills learned in the curriculum. Additionally, participants rated how important it was to keep each of the 21 UCC items in future uncertainty communication training (4-point Likert scale: very important/important/low importance/not important). Means and proportions are reported.</p><p><strong>Results: </strong>Sixty-five individuals responded (60%). Mean age was 33; and 30.8% were female. More than 90% encountered diagnostic uncertainty more than once per shift, and 74% applied skills learned in the training \"often\" or \"all the time.\" Seven of the 21 UCC items received endorsement by more than 70% of respondents as \"very important\" to retain in future trainings. The item receiving the most endorsement as \"very important\" (90%) was to \"Clearly state that either 'life-threatening' or 'dangerous' conditions have not been found.\" Items with lower rankings related to generally accepted communication best-practices (e.g., \"make eye contact\").</p><p><strong>Conclusion: </strong>Four years following diagnostic uncertainty training completion, most respondents frequently employ skills learned from uncertainty communication training.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":"e70086"},"PeriodicalIF":1.8,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12327509/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Novel Model of Patient Handover in Emergency Medicine—Addressing Hidden Tensions in Culture 急诊医学病人交接的新模式——解决文化中隐藏的紧张关系
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-07-30 DOI: 10.1002/aet2.70087
Stella H. Yiu, Marianne Yeung, Warren Cheung, Edmund Kwok, Gurraman Mann, Allison Williams, Jason R. Frank

Introduction

Clinical handover (or handoff), the transfer of patient care between providers, is essential in Emergency Medicine. Poor communication during handover can threaten patient safety. Existing literature views handover as an information transfer; little research has examined the human interaction within handover and how it affects patient safety. We sought a more nuanced understanding of handover to improve this critical aspect of Emergency Medicine care.

Methods

We used constructivist grounded theory to explore handover as a social phenomenon. We invited staff emergency physicians in an academic, tertiary care hospital to participate in semi-structured interviews, which were recorded, de-identified, and transcribed. The research team analyzed the transcripts in multiple progressively interpretive analytical stages: initial, focused, and theoretical. Cultural-Historical Activity Theory (CHAT) provided a framework for our data analysis. CHAT situates an individual's action into an activity system in which components interact, producing tensions. We sought to attain theoretical sufficiency by revising the interview guide and recruiting participants for specific insights.

Results

We interviewed sixteen (16) participants. During handover, the object was for the incoming physician (IP) to accept the handover plan from the outgoing physician (OP). We identified a rule requiring minimal handover plans that were realistic and dichotomous. The divisions of labor were tasks. During the interaction, emotional reactions such as judgment or compassion, and behavioral reactions such as pushback or acceptance could have resulted. There were unintended consequences from the handover process that impacted members' self-worth and generated threats to patient safety.

Conclusions

We built a novel and more nuanced framework of handover in the emergency department that involves multiple interactions and tensions. Using this new model, emergency departments should adjust their handover processes to enhance group dynamics and patient safety.

临床交接(或移交),病人护理的提供者之间的转移,是必不可少的急诊医学。交接过程中沟通不畅会威胁患者安全。现有文献认为交接是一种信息传递;很少有研究调查交接过程中的人际互动以及它如何影响患者安全。我们寻求对交接更细致入微的理解,以改善急诊医学护理的这一关键方面。方法运用建构主义理论对移交这一社会现象进行探讨。我们邀请了一家三级专科医院的急诊医生参加了半结构化访谈,并对访谈进行了记录、去识别和转录。研究小组在多个渐进的解释分析阶段对转录本进行了分析:初始阶段、重点阶段和理论阶段。文化历史活动理论(CHAT)为我们的数据分析提供了一个框架。CHAT将一个人的行为置于一个活动系统中,在这个系统中,各个组成部分相互作用,产生紧张感。我们试图通过修改面试指南和招募参与者来获得具体的见解,从而达到理论的充分性。结果我们采访了16名参与者。在交接过程中,目标是让即将入职的医生(IP)接受即将离职的医生(OP)的交接计划。我们确定了一个规则,要求最小的移交计划,这是现实的和二分的。劳动分工就是任务。在互动过程中,可能会产生诸如判断或同情之类的情绪反应,以及诸如排斥或接受之类的行为反应。交接过程中出现了意想不到的后果,影响了成员的自我价值,并对患者安全产生了威胁。我们在急诊科建立了一个新的、更细致的交接框架,涉及多种互动和紧张关系。利用这种新模式,急诊科应调整交接流程,以增强群体动力和患者安全。
{"title":"A Novel Model of Patient Handover in Emergency Medicine—Addressing Hidden Tensions in Culture","authors":"Stella H. Yiu,&nbsp;Marianne Yeung,&nbsp;Warren Cheung,&nbsp;Edmund Kwok,&nbsp;Gurraman Mann,&nbsp;Allison Williams,&nbsp;Jason R. Frank","doi":"10.1002/aet2.70087","DOIUrl":"https://doi.org/10.1002/aet2.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical handover (or handoff), the transfer of patient care between providers, is essential in Emergency Medicine. Poor communication during handover can threaten patient safety. Existing literature views handover as an information transfer; little research has examined the human interaction within handover and how it affects patient safety. We sought a more nuanced understanding of handover to improve this critical aspect of Emergency Medicine care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used constructivist grounded theory to explore handover as a social phenomenon. We invited staff emergency physicians in an academic, tertiary care hospital to participate in semi-structured interviews, which were recorded, de-identified, and transcribed. The research team analyzed the transcripts in multiple progressively interpretive analytical stages: initial, focused, and theoretical. Cultural-Historical Activity Theory (CHAT) provided a framework for our data analysis. CHAT situates an individual's action into an activity system in which components interact, producing tensions. We sought to attain theoretical sufficiency by revising the interview guide and recruiting participants for specific insights.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We interviewed sixteen (16) participants. During handover, the object was for the incoming physician (IP) to accept the handover plan from the outgoing physician (OP). We identified a rule requiring minimal handover plans that were realistic and dichotomous. The divisions of labor were tasks. During the interaction, emotional reactions such as judgment or compassion, and behavioral reactions such as pushback or acceptance could have resulted. There were unintended consequences from the handover process that impacted members' self-worth and generated threats to patient safety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We built a novel and more nuanced framework of handover in the emergency department that involves multiple interactions and tensions. Using this new model, emergency departments should adjust their handover processes to enhance group dynamics and patient safety.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Helping Learners Receive Feedback in the Emergency Department 帮助学习者在急诊科获得反馈
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-07-30 DOI: 10.1002/aet2.70085
Megan Rivera, Michael Gottlieb, Katarzyna Gore, Samiya Natesan-Torres, Sreeja Natesan

Feedback is essential to professional development in emergency medicine, yet its impact hinges on the learner's ability to receive and apply it—an often-overlooked element of the feedback equation. In the high-acuity, time-pressured setting of the ED, creating conditions for meaningful feedback reception can be particularly challenging. This EM Download reframes feedback through the lens of the educational alliance and highlights key strategies to foster learner receptivity: cultivating trust, promoting active learning, recognizing appropriate timing, and nurturing a growth mindset. Using practical examples and the “Ask-Tell-Ask” model, this piece offers evidence-informed guidance for building a feedback culture that empowers learners and strengthens clinical education in the ED.

反馈对急诊医学的专业发展至关重要,但它的影响取决于学习者接受和应用反馈的能力——这是反馈方程中经常被忽视的元素。在急诊科的高灵敏度、时间紧迫的环境中,为有意义的反馈接收创造条件尤其具有挑战性。这个电子商务下载通过教育联盟的视角重新定义了反馈,并强调了培养学习者接受能力的关键策略:培养信任,促进主动学习,认识适当的时机,培养成长心态。通过实际案例和“问-说-问”模式,这篇文章为建立一种反馈文化提供了循证指导,这种文化赋予学习者权力,并加强了ED的临床教育。
{"title":"Helping Learners Receive Feedback in the Emergency Department","authors":"Megan Rivera,&nbsp;Michael Gottlieb,&nbsp;Katarzyna Gore,&nbsp;Samiya Natesan-Torres,&nbsp;Sreeja Natesan","doi":"10.1002/aet2.70085","DOIUrl":"https://doi.org/10.1002/aet2.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>Feedback is essential to professional development in emergency medicine, yet its impact hinges on the learner's ability to receive and apply it—an often-overlooked element of the feedback equation. In the high-acuity, time-pressured setting of the ED, creating conditions for meaningful feedback reception can be particularly challenging. This EM Download reframes feedback through the lens of the <i>educational alliance</i> and highlights key strategies to foster learner receptivity: cultivating trust, promoting active learning, recognizing appropriate timing, and nurturing a growth mindset. Using practical examples and the “Ask-Tell-Ask” model, this piece offers evidence-informed guidance for building a feedback culture that empowers learners and strengthens clinical education in the ED.</p>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
One Thousand Cuts: Insights From a Qualitative Study Exploring Emergency Medicine Program Director Attrition and Career Experiences 一千个切口:从一项探索急诊医学项目主任减员和职业经历的定性研究中获得的见解
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-07-30 DOI: 10.1002/aet2.70088
Jaime Jordan, Kerry McCabe, Bo Burns, Arlene S. Chung, Laura R. Hopson

Background

Duration of tenure of emergency medicine (EM) program directors (PD) has decreased in recent decades. We sought to explore the perspectives of EM PDs on their job experiences to identify causes and strategies to promote longevity in the role.

Methods

Using a constructivist paradigm, we conducted semi-structured interviews of EM PDs who had recently (within 24 months) transitioned out of the PD role or were contemplating a transition. We used purposive sampling to seek diversity of participants with regard to gender, region of practice, and program training format. We collected data from January to August 2024. Three researchers independently performed a thematic analysis of interview transcripts. We resolved discrepancies through in-depth discussion and negotiated consensus.

Results

12 PDs participated. Our analysis revealed that PDs came into their roles with idealism and a desire to meaningfully impact their trainees, programs, and patients. They experienced fulfillment from having an impact on their trainees and the field of EM, performing an intellectually challenging job, solving problems, and leading their teams to success. They struggled with the high administrative burden, lack of support and resources, challenging interpersonal interactions, and a substantial burden of responsibility oftentimes coupled with limited power to enact change. The misalignment between their ideals and goals and the realities of their job contributed to emotional exhaustion, burnout, and a desire to leave the role. Participants had recommendations at the individual, institutional, and organizational levels to support PDs in their careers.

Conclusion

This study illuminates the positive and negative experiences of PDs in their roles and provides insight into how PD longevity can be supported.

背景:近几十年来,急诊医学(EM)项目主任(PD)的任期有所减少。我们试图探索EM博士对其工作经历的看法,以确定促进角色长寿的原因和策略。方法采用建构主义范式,我们对最近(在24个月内)从PD角色过渡或正在考虑过渡的EM PD进行了半结构化访谈。我们使用有目的的抽样来寻求参与者在性别、实践地区和项目培训形式方面的多样性。我们收集了2024年1月至8月的数据。三位研究者分别对访谈记录进行了专题分析。我们通过深入讨论、协商一致解决分歧。结果12名pd参与。我们的分析显示,pd是带着理想主义和有意义地影响他们的学员、项目和患者的愿望进入他们的角色的。他们从对学员和EM领域的影响、执行具有智力挑战的工作、解决问题和领导团队走向成功中获得满足感。他们与繁重的行政负担、缺乏支持和资源、具有挑战性的人际交往以及往往伴随着有限的权力来实施变革的重大责任负担作斗争。他们的理想和目标与工作现实之间的不一致导致了情感上的疲惫、倦怠和离开这个角色的愿望。与会者在个人、机构和组织层面提出了建议,以支持pd的职业生涯。结论本研究阐明了PD在其角色中的积极和消极经历,并为如何支持PD长寿提供了见解。
{"title":"One Thousand Cuts: Insights From a Qualitative Study Exploring Emergency Medicine Program Director Attrition and Career Experiences","authors":"Jaime Jordan,&nbsp;Kerry McCabe,&nbsp;Bo Burns,&nbsp;Arlene S. Chung,&nbsp;Laura R. Hopson","doi":"10.1002/aet2.70088","DOIUrl":"https://doi.org/10.1002/aet2.70088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Duration of tenure of emergency medicine (EM) program directors (PD) has decreased in recent decades. We sought to explore the perspectives of EM PDs on their job experiences to identify causes and strategies to promote longevity in the role.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a constructivist paradigm, we conducted semi-structured interviews of EM PDs who had recently (within 24 months) transitioned out of the PD role or were contemplating a transition. We used purposive sampling to seek diversity of participants with regard to gender, region of practice, and program training format. We collected data from January to August 2024. Three researchers independently performed a thematic analysis of interview transcripts. We resolved discrepancies through in-depth discussion and negotiated consensus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>12 PDs participated. Our analysis revealed that PDs came into their roles with idealism and a desire to meaningfully impact their trainees, programs, and patients. They experienced fulfillment from having an impact on their trainees and the field of EM, performing an intellectually challenging job, solving problems, and leading their teams to success. They struggled with the high administrative burden, lack of support and resources, challenging interpersonal interactions, and a substantial burden of responsibility oftentimes coupled with limited power to enact change. The misalignment between their ideals and goals and the realities of their job contributed to emotional exhaustion, burnout, and a desire to leave the role. Participants had recommendations at the individual, institutional, and organizational levels to support PDs in their careers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study illuminates the positive and negative experiences of PDs in their roles and provides insight into how PD longevity can be supported.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Be Coachable 如何被指导
IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-07-30 DOI: 10.1002/aet2.70090
Jeremy Branzetti, Richard C. Winters
{"title":"How to Be Coachable","authors":"Jeremy Branzetti,&nbsp;Richard C. Winters","doi":"10.1002/aet2.70090","DOIUrl":"https://doi.org/10.1002/aet2.70090","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
AEM Education and Training
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1