AEM Education and Training最新文献

{"title":"Development and Initial Validity Evidence for the EvaLeR Tool: Assessing Quality of Emergency Medicine Educational Resources","authors":"Carl Preiksaitis,&nbsp;Rachel Barber,&nbsp;Holly Caretta-Weyer,&nbsp;Sara Krzyzaniak,&nbsp;Teresa M. Chan,&nbsp;Michael A. Gisondi","doi":"10.1002/aet2.70063","DOIUrl":"https://doi.org/10.1002/aet2.70063","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) residents increasingly favor digital educational resources over traditional textbooks, with studies showing over 90% regularly using blogs, podcasts, and other online platforms. No standardized instruments exist to comparatively assess quality across both formats, leading to uncertainty in resource selection and potential inconsistencies in learning. We developed the Evaluation of Learning Resources (EvaLeR) tool and gathered initial validity evidence for its use in assessing both textbooks and digital EM educational resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This two-phase mixed-methods study developed the EvaLeR tool and gathered validity evidence for its use. Phase 1 comprised a systematic literature review, quality indicator analysis, and expert consultation. In Phase 2, 34 EM faculty evaluated 20 resources (10 textbook chapters, 10 blog posts) using EvaLeR. We collected evidence for reliability, internal consistency, and relationships with other variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The EvaLeR tool showed excellent average-measure reliability (Intraclass correlation coefficient = 0.97, 95% CI [0.94–0.99]). We found high internal consistency (Cronbach's <i>α</i> = 0.86) and moderate correlation with educator gestalt ratings (<i>r</i> = 0.53, <i>p</i> &lt; 0.001). The tool performed similarly across resource types, with no significant differences between textbook chapters (13.34/18, SD 3.41) and digital resources (13.21/18, SD 3.25; <i>p</i> = 0.62).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Initial validity evidence supports the use of EvaLeR for quality assessment of both textbooks and digital EM educational resources. This tool provides educators with an evidence-based approach to resource selection, moving beyond format-based assumptions to focus on content quality, and represents the first standardized instrument for comparative evaluation across educational resource formats.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482365","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}

{"title":"Educational Download: Examinations Over Time by the Numbers","authors":"Sally A. Santen,&nbsp;Jessica Baez,&nbsp;Susan Promes,&nbsp;Anne Messman","doi":"10.1002/aet2.70061","DOIUrl":"https://doi.org/10.1002/aet2.70061","url":null,"abstract":"<p>Standardized examinations such as the United States Medical Licensing Examination (USMLE) and American Board of Emergency Medicine Qualifying Examination (ABEM-QE), the written examinations, serve as measures of medical knowledge and application of knowledge to patient care. These are intended to serve as gateways to licensure and practice and thus serve as key outcomes for training in Emergency Medicine (EM).</p><p>Flynn observed that over the past decades, there has been an increase in scores on some standardized tests, such as the Intelligence Quotient (IQ) tests [<span>1</span>]. Similarly, USMLE Step 2 scores have been rising [<span>2</span>]. Starting before COVID and amplified during COVID, EM has seen a decrease in scores on EM-specific first-time examinations, which is concerning [<span>3</span>].</p><p>The purpose of this Educational Download is to provide a <i>snapshot</i> of examination scores over the continuum of training. Thus, we follow a cohort of trainees from USMLE Steps 1 and 2 (and COMLEX 1 and 2) [<span>4</span>], through In-Training Examination (ITE) scores to board qualification (the written ABEM-QE). We followed the index cohort through their series of examinations (assuming a 3-year residency program).</p><p>Since the change of Step 1 to pass/fail, pass rates have decreased while Step 2 pass rates and scores are high. Importantly, there are decreases in EM ITE and ABEM-QE scores and pass rates during and since COVID.</p><p>One caveat is that the majority of these examinations are equated, a process by which scores from one test may be weighted so as to have equal meaning with scores from another test. Another limitation is that some examinations report on the calendar year (December–January) while others report on the academic year (July–June); exact alignment of the scores for cohorts is not possible versus scaled scores. Scoring of examinations is imprecise, and the fluctuations in scores could be within the standard error of measurement [<span>6</span>]. Finally, some examinations have equating changes or standard settings related cut score changes that are not reflected here.</p><p><b>Sally A. Santen:</b> conceptualization; writing – original draft; visualization; writing – review and editing. <b>Jessica Baez:</b> conceptualization; writing – original draft. <b>Susan Promes:</b> conceptualization; writing – original draft; writing – review and editing. <b>Anne Messman:</b> writing – original draft; conceptualization; writing – review and editing.</p><p>Dr. Sally A. Santen is an ABEM oral board examiner and serves on a NBME committee. Dr. Anne Messman is on the NBME Council.</p><p>The authors declare no conflicts of interest.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482369","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}

{"title":"Patient Volume Requirements: Evaluation of the 2025 ACGME Proposal for Emergency Medicine Residency Programs","authors":"Carlisle E. W. Topping,&nbsp;Craig Rothenberg,&nbsp;Cameron J. Gettel,&nbsp;Rohit B. Sangal,&nbsp;Katja Goldflam,&nbsp;Andrew Ulrich,&nbsp;Pooja Agrawal,&nbsp;D. Mark Courtney,&nbsp;Arjun K. Venkatesh","doi":"10.1002/aet2.70071","DOIUrl":"https://doi.org/10.1002/aet2.70071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The 2025 ACGME proposed that all EM residency programs must be 4 years and achieve a minimum of 3000 patients per resident. We characterize the current residency program patient volume per resident based on the proposed requirements. Secondarily, we describe the number of programs that meet the proposed visit volume requirement and the estimated impact of the 4-year length mandate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a cross-sectional analysis utilizing a linked dataset of the 2023 American Hospital Association Annual Survey and 2025 EM program information from ACGME's website. Hospital zip codes were linked with Rural-Urban Commuting Area Codes. We calculated the estimated residency program patient volume per resident as proposed by ACGME. Secondarily, we calculated the estimated change in patient volume if 3-year programs converted to 4 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 286 programs, the median program patient volume was 7300 (IQR: 5190–10,207). Among the 232 (81%) 3-year programs, the median volume was 7616 (IQR: 5292–10,639), while the 54 (19%) 4-year programs demonstrated a median of 6520 (IQR: 4930–9304). Rural programs (3%) had a median patient volume of 7744 (IQR: 5453–13,209), compared to 7300 (IQR: 5190–10,207) for urban programs (97%). Nine programs (3%) were below the 3000-patient volume threshold; 7 of these were 3-year programs, and transitioning to 4 years could bring 6 above the threshold.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Currently, 97% of EM programs meet the proposed 3000-patient volume threshold, with a median volume well over double this value and similar volumes across program lengths and rurality. Transitioning from 3 to 4 years may enable all but one current 3-year program to meet the new volume requirement. Therefore, the proposed ACGME changes may not increase the minimum required clinical exposure for EM residents as originally intended and should prompt re-examination.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482041","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}

{"title":"Comparing Emergency Medicine and Neurology Residents in Assessing Stroke Severity Using the NIHSS","authors":"Trinidad Alcala-Arcos,&nbsp;Esther H. Chen,&nbsp;Newton Addo,&nbsp;Matthew Roces,&nbsp;Michael J. Boyle,&nbsp;Meghan Hewlett,&nbsp;Reginald Nguyen,&nbsp;Angela Wong,&nbsp;Debbie Y. Madhok","doi":"10.1002/aet2.70069","DOIUrl":"https://doi.org/10.1002/aet2.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The National Institutes of Health Stroke Scale (NIHSS) is used to assess acute stroke severity and plays a critical role in guiding treatment. There is no requirement for emergency medicine (EM) residents to be certified in NIHSS determination to assess acute stroke severity, even though they may be the primary stroke providers in future practice. We implemented NIHSS training and certification into the residency's core content in neurological emergencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In April 2022, all EM residents and attending physicians completed a faculty-moderated, interactive NIHSS training module. In the 6-month pilot, we prospectively assessed EM and neurology residents in their NIHSS assignment, indication for thrombolytic therapy, and large vessel occlusion (LVO) diagnosis using a Qualtrics survey completed for each acute stroke activation. Mean overall NIHSS scores from EM and neurology residents were compared using Spearman's correlation. Inter-rater agreement for each clinical category and treatment decision was calculated using Cohen's <i>κ</i> coefficient.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-nine matched EM and neurology surveys were analyzed. Mean overall NIHSS scores were similar between EM and neurology residents, 6.6 (IQR = 2, 10) and 6.7 (IQR = 1, 10), (<i>p</i> &lt; 0.001), respectively, with substantial agreement between groups (84.4%, <i>κ</i> = 0.63). Individual NIHSS scores showed moderate to substantial agreement, except for horizontal extraocular movement (75.9%, <i>κ</i> = 0.30). There was fair agreement for indication for thrombolytic therapy (75.9%, <i>κ</i> = 0.39) and moderate agreement for LVO diagnosis and indication for embolization (82.8%, <i>κ</i> = 0.51).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Dedicated NIHSS training was effective in teaching EM residents to assess stroke severity, with moderate to substantial agreement in individual and overall NIHSS scores, except for horizontal eye movement assessment. EM residents may benefit from focused NIHSS training to support their rapid assessment of suspected stroke patients.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482323","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}

{"title":"Program Signaling in Emergency Medicine: Applicant Trends and Outcomes From the 2023 and 2024 Match","authors":"Andrew D. Luo,&nbsp;Christopher Zeuthen,&nbsp;Elizabeth Barrall Werley,&nbsp;Eric Shappell,&nbsp;Alexis Pelletier-Bui,&nbsp;Molly Estes,&nbsp;Megan Fix,&nbsp;Carl Preiksaitis,&nbsp;Angela P. Mihalic,&nbsp;Daniel J. Egan","doi":"10.1002/aet2.70070","DOIUrl":"https://doi.org/10.1002/aet2.70070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Program signals were introduced to the emergency medicine (EM) residency application process during the 2022–2023 and 2023–2024 application cycles, allowing applicants to express interest in specific programs. Despite widespread adoption, the relationship between signal usage and applicant outcomes remains poorly understood. This study evaluates patterns of signal utilization and their association with interview offers and match outcomes during the initial implementation in EM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a retrospective analysis of the Texas Seeking Transparency in Application to Residency (Texas STAR) database, examining US allopathic and osteopathic senior medical students applying to EM residency programs during two application cycles (2022–2023 and 2023–2024). We analyzed program signal (PS) distribution patterns using <i>χ</i>² testing and employed multivariable logistic regression to assess the relationship between PS usage and both interview offers and match outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study included 967 EM applicants across two application cycles (478 in 2022–2023, 489 in 2023–2024), who sent 1919 signals in 2022–2023 and 3170 in 2023–2024. Signal distribution was highly concentrated, with the top 10% of programs receiving 35% of all signals in both application cycles. Interview yield was higher at signaled programs (2023 cycle: 76.3%, 2024 cycle: 78.9%) compared to programs overall (2023 cycle: 51.3%, 2024 cycle: 43.5%). In logistic regression analysis, sending a program signal was associated with increased odds of receiving an interview offer (2023 cycle: OR 4.40, 95% CI 3.90–4.92; 2024 cycle: OR 3.79, 95% CI 3.42–4.14), and matching after interviewing (2023 cycle: OR 5.13, 95% CI 4.08–6.47; 2024 cycle: OR 4.94, 95% CI 3.98–6.15).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Program signals are associated with improved odds of receiving interviews and matching at EM programs. Future studies should investigate how signals affect the likelihood of receiving interview offers for applicants across different levels of competitiveness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482324","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}

{"title":"Bridging the language gap: Simulation-based education improves communication, confidence, and knowledge for emergency medicine residents working with interpreters","authors":"William Mundo MD, MPH,&nbsp;Jacqueline Ward-Gaines MD,&nbsp;Molly Thiessen MD,&nbsp;Benjamin Li MD, MS,&nbsp;Maria Pamboukis MD,&nbsp;Emily Hopkins MSPH,&nbsp;Jean Hoffman MD,&nbsp;Maria Moreira MD,&nbsp;Jason Haukoos MD, MSc,&nbsp;Steven Lowenstein MD, MPH","doi":"10.1002/aet2.70056","DOIUrl":"https://doi.org/10.1002/aet2.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Language barriers present unique challenges to health care delivery in emergency medicine (EM). There is a gap in understanding the impact of education and training on EM residents’ ability to work effectively with interpreters. We developed and piloted a simulation to improve residents' knowledge and confidence in working with medical interpreters (MIs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a pre–post quasi-experiment involving Denver Health EM residents. Participants engaged in a 120-min simulation exercise, including five 20-min scenarios involving Spanish-, American Sign Language–, Russian-, and Vietnamese-speaking standardized patients. Learning objectives focused on acquiring essential skills needed to communicate effectively with patients while working with MIs. We compared pre- and postsimulation knowledge and self-rated confidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 68 eligible EM residents, 17 (25%) participated in the elective simulation, including mostly female (71%) and non-Hispanic White (77%) individuals; most were members of the PGY-1 and PGY-2 classes (82% and 12%, respectively). English-only proficiency was reported in 82% of residents. After the simulation, participants reported increased confidence in working with MIs, accessing MIs promptly, identifying the optimal mode of interpretation, and addressing common barriers to MI use. There was improvement in identifying when family and another ad hoc interpreter may be used and understanding the differences between interpretation and translation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Among EM residents, simulation-based training enhanced understanding of, and confidence with, working effectively with MIs. These results demonstrate the utility of using simulation-based learning to impart important communication skills for working with various language groups in medical training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473009","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}

{"title":"Meeting Our Needs: Rural Training Experiences in Emergency Medicine Residencies","authors":"Melody Campbell,&nbsp;Doug Franzen,&nbsp;Jason Heiner","doi":"10.1002/aet2.70067","DOIUrl":"https://doi.org/10.1002/aet2.70067","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Board-certified emergency medicine (BCEM) physicians make up less than half the clinician workforce in rural emergency departments (EDs). Fewer of these specialists are entering rural EDs annually than are leaving, and this discrepancy is projected to increase in the next decade. We sought to investigate the current landscape of EM residency rural rotations in the US, including barriers to offering rural rotations, in order to identify potential residency-level interventions that could bolster the population of BCEM physicians in rural EDs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Surveys were sent to program directors (PDs) of all 290 EM residences currently accredited by the Accreditation Council for Graduate Medical Education (ACGME) in the US and its territories. PDs were asked about the availability of rural rotations and how they were established. We also obtained information regarding the initial job selection of graduating residents from 2023 to 2024. Descriptive statistics and analyses were performed using IBM SPSS Statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We received responses from 174 (60%) EM residencies describing 3411 graduates over the last 2 years. Of all respondents, 48% (83) did not offer rural rotations while 52% (91) offered rural rotations, of which 47% (43) were required and 52% (47) were elective, with one program not specifying. Residents were more likely to enter the rural ED workforce immediately upon graduation from programs with rural rotations (15%), compared to those without (8%, <i>Z</i> = 6.28, <i>p</i> &lt; 0.001), and especially if rotations were required (21%) versus elective (11%, <i>Z</i> = 6.35, <i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Rural ED rotation experience in residency is associated with an increased likelihood of graduates entering the rural workforce, especially if rural rotations are required as opposed to elective. The addition of rural rotations to EM residency programs may increase the presence of BCEM physicians in rural emergency medicine settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472999","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}

{"title":"Computer-Based Competency Assessment in Point-Of-Care Ultrasound: A Systematic Review","authors":"Lao-Tzu Allan-Blitz,&nbsp;Madeline Schwid,&nbsp;Nicole M. Duggan,&nbsp;Rayan Ebnali Harari,&nbsp;Lauren Selame,&nbsp;Carrie Walsh,&nbsp;Katerina Papa,&nbsp;David Chu,&nbsp;Roger Dias,&nbsp;Andrew J. Goldsmith","doi":"10.1002/aet2.70072","DOIUrl":"https://doi.org/10.1002/aet2.70072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Point of care ultrasound (POCUS) is a critical skill for physicians across multiple medical specialties, yet substantial heterogeneity exists in how competency is assessed. Computer-based approaches can be used to deliver, grade, and analyze learner performance, and may be more objective and reliable than traditional approaches using expert assessments. This study aimed to systematically review and summarize the existing literature surrounding computer-based approaches to assessing POCUS competency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We searched six online databases (MEDLINE, IEEE Xplore Digital Library, Association for Computing Machinery Digital Library, PsycINFO (Ovid), EMBASE, Web of Science Core Collection). We included original peer-reviewed studies that assessed computer-based metrics of POCUS competence among any learner group performing POCUS. We also reviewed reference lists of all included studies. We extracted data elements that included the specialty of participants, POCUS experience, POCUS modality used, and type and results of computer-based competency assessments. At least two authors conducted title and abstract screening, full text review, and data extraction, with discrepancies adjudicated by a third author. We present a qualitative synthesis of study findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 7375 identified studies, we included 28 in our final analysis. Computer-based metrics were used to assess knowledge (<i>n</i> = 10), skills (<i>n</i> = 25), and cognitive load (<i>n</i> = 1) using hand tracking (<i>n</i> = 14), eye tracking (<i>n</i> = 7), image analysis (<i>n</i> = 6), and simulation scores (<i>n</i> = 1). In general, hand tracking analysis showed that experts had shorter probe path lengths, took less time to identify areas of interest, and had fewer discrete movements compared with novices. Eye tracking assessment showed increased dwell time was associated with successful completion of procedures and increased accuracy in interpreting images.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We identified four computer-based metrics for assessing POCUS competence, many of which demonstrated consistent performance in distinguishing skill level. Further work is needed to standardize and validate those approaches.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473008","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}

{"title":"Intersectional Bias and Coded Language in Emergency-Medicine Evaluations: A Response to Gonzalez et al.","authors":"Yi-Lun Li,&nbsp;Lien-Chung Wei","doi":"10.1002/aet2.70066","DOIUrl":"https://doi.org/10.1002/aet2.70066","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367349","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}

{"title":"Developing an Outlook on Other Realities: A Curriculum Model Targeting the Importance of Patient Realities in the Emergency Department","authors":"Justin Behlke,&nbsp;Ashley Pavlic,&nbsp;Sehr Khan,&nbsp;Taylor Sonnenberg","doi":"10.1002/aet2.70068","DOIUrl":"https://doi.org/10.1002/aet2.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The DOORs curriculum is designed to equip emergency medicine (EM) residents with the knowledge and skills needed to address social determinants of health (SDH) and provide compassionate, patient-centered care. Vulnerable patient populations often experience disparities in healthcare access and outcomes, furthering a need for a curriculum that fosters awareness, empathy, and resource utilization. The curriculum aims to integrate ethical considerations, social factors, and resource navigation into EM training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The DOORs curriculum was integrated into the weekly departmental conference, featuring eight or more 30–60-min sessions annually. Initial sessions assessed residents' familiarity with vulnerable populations and available resources. Topics included incarcerated individuals, refugees, homeless patients, sex workers, and others. Sessions included expert lectures, interactive discussions, and ethics case reviews. Resident demographics and pre-existing knowledge were analyzed through surveys.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Over 4 years, resident awareness of ED resources improved significantly. In 2020, 52% of residents reported that the curriculum influenced their practice, increasing to 62.5% in 2022. Pre- and post-curriculum surveys demonstrated statistically significant increases in awareness of resources for refugee populations (1.76–2.76) and hemodialysis patients (2.36–3.35). Residents valued sessions with speakers who had lived experiences and highlighted community engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The DOORs curriculum works to enhance EM residents' ability to address SDH, utilize resources, and engage in meaningful community partnerships. Future directions include expanding to other specialties and strengthening collaborations with national and local programs to improve SDH education in medical training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Our curriculum highlights the value of integrating social determinants of health (SDH) into resident education to deepen awareness and community connection. We found that tailoring content based on resident feedback, particularly emphasizing lived experience and community partnership, was essential for engagement. Notably, strong local support made implementation more feasible and cost-effective than expected, reinforcing the potential for scalability in similar settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367347","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}