AEM Education and Training最新文献

{"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}

{"title":"Residents, Interrupted: A Blinded, Prospective Observational Study of Emergency Medicine Resident Workflow","authors":"Kayla H. Nussbaum,&nbsp;Joseph Turner,&nbsp;Xiaochun Li,&nbsp;Matthew Hays,&nbsp;Adrian Morales,&nbsp;Jill Maudlin,&nbsp;Katie Pettit","doi":"10.1002/aet2.70065","DOIUrl":"https://doi.org/10.1002/aet2.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency Medicine (EM) physicians routinely contend with frequent interruptions to their workflow, which can introduce errors and decrease efficiency. In Academic EM, residents serve as the main point of contact for patient care and are similarly susceptible to significant interruption burden. Our objective was to evaluate the number and characteristics of interruptions residents experience during an EM shift, including interruptions based on gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a double-blinded time-motion observation study that included 70 resident physicians (PGY1-PGY5). Data were collected by two trained observers who were blinded to the gender hypothesis. Each resident was observed for a 4-h block. Observations took place during all hours of ED operation, including overnight, in both high and low acuity settings across three Level 1 Trauma centers including an academic, a county, and a pediatric Emergency Department (ED).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Observations totaled 280 h. There was no significant difference in the number of interruptions based on gender. At both non-pediatric centers, there were significantly more interruptions in the high acuity area than in the low acuity area (6.2 and 7.8 more interruptions, <i>p</i> = 0.043, 0.0043, respectively). Many interruptions (37%) occurred during order entry, a critical patient safety action. Charting was frequently interrupted (41.5%), which can negatively impact wellness. Residents did not return to their initial task 17% of the time and nearly 93% did not advocate stopping the interruption. When compared to nursing staff, ancillary staff, and co-residents, attending physicians most frequently caused interruptions (<i>p</i> &lt; 0.0001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EM residents in this study experienced frequent interruptions. Although bias has been documented throughout clinical education, we did not detect differences based on gender. Future education should address the impact of interruptions on patient safety and empower residents to improve task-switching ability. Increased awareness of the attending role in perpetuating interruptions may improve safety, on-shift education, and resident workflow.</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":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367348","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":"A pediatric emergency medicine workshop for trainees and junior faculty in a low-and-middle-income country","authors":"Shailesh Shetty MBBS, DMLE, DMCH, MD, FACEE [PEM], MBA [HHSM],&nbsp;Manu Madhok MD, MPH,&nbsp;Sujatha Thyagarajan DCH(UK), FRCPCH(UK), CCT Paediatrics,&nbsp;Sinchana Divakar DCH, DNB Pediatrics, Fellow RGUHS and IDPCCM,&nbsp;Katherine Douglass MD, MPH,&nbsp;Tania Ahluwalia MD, MPH","doi":"10.1002/aet2.70044","DOIUrl":"https://doi.org/10.1002/aet2.70044","url":null,"abstract":"<p>India's pediatric health care faces challenges, underscoring the need for specialized pediatric emergency medicine (PEM) training tailored to the country's clinical and cultural context. Simulation-based PEM training has gained momentum in India, leveraging hands-on workshops and collaborative learning to enhance emergency medical competencies. This project aimed to develop and implement a 2-day PEM workshop for pediatric and EM trainees and junior faculty in Bangalore, India. The workshop, a collaborative effort between the Ronald Reagan Institute of Emergency Medicine at George Washington University, Aster CMI Emergency Department, and PediStars, was designed to improve participants' competencies and self-efficacy in managing pediatric emergencies. The workshop featured procedural skill stations and collaborative learning experiences, including immersive simulations and an escape room challenge, culminating in a SimOlympics competition. The implementation included 34 participants from Karnataka, Kerala, and West Bengal, with significant improvements noted in confidence and skill levels. Posttraining, participants rated their confidence in handling pediatric emergencies at 8.1 out of 10, up from 2.8 pretraining. Notable skills such as intraosseous access, intravenous access, bag–valve–mask ventilation, and intubation proficiency showed marked improvement. Follow-up data indicated sustained confidence in managing pediatric emergencies. Feedback highlighted systematic approaches to managing pediatric emergencies gained from the workshop. This initiative relied on international partnerships and local resources and has the potential for replication. Follow-up training is needed for sustained competencies. This workshop serves as a promising model for future simulation-based medical education for PEM training in low- and middle-income countries.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292881","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":"Imposter syndrome","authors":"Rebecca C. Tuttle MD, MS","doi":"10.1002/aet2.70045","DOIUrl":"https://doi.org/10.1002/aet2.70045","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292882","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":"Mentorship as a Catalyst for Academic Writing in Emergency Medicine","authors":"J. David Gatz,&nbsp;T. Andrew Windsor,&nbsp;Eileen Chu,&nbsp;Zachary D. W. Dezman,&nbsp;Laura J. Bontempo","doi":"10.1002/aet2.70062","DOIUrl":"https://doi.org/10.1002/aet2.70062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Academic writing is an important professional development skill, yet emergency medicine (EM) residents rank their competency in this area poorly. The goal of this study is to define the impact of an academic writing mentorship program on EM residents and faculty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Forty-three mentorship program participants from a single academic EM department were surveyed regarding their academic productivity and their interest, confidence, difficulty, familiarity, and assessment of the importance of academic writing. Participants also rated the quality of their mentorship and suggested improvements to the program. Data was analyzed using a Wilcoxon signed-rank test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was an 81.4% survey response rate (18 residents and 17 faculty). Respondents reported significantly increased interest and confidence in academic writing, and increased familiarity with the peer-reviewed publishing process after participation. Respondents reported significantly decreased perceived difficulty of academic writing after mentorship program participation. Participants had increased manuscript submission rates after participation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Participation in an academic writing mentorship program positively impacts both EM residents and faculty perceptions of academic writing and decreases the perceived difficulty of academic writing. Participation was associated with increased academic writing productivity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292885","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":"Preparedness and attitudes of emergency medicine residents in caring for patients with disabilities: What do we know?","authors":"Richard W. Sapp MD, MS,&nbsp;Jason M. Rotoli MD,&nbsp;Anika Backster MD,&nbsp;Derek L. Monette MD, MHPE,&nbsp;Daniel J. Egan MD,&nbsp;Michael A. Gisondi MD,&nbsp;Wendy C. Coates MD,&nbsp;Cori M. Poffenberger MD","doi":"10.1002/aet2.70032","DOIUrl":"https://doi.org/10.1002/aet2.70032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although people with disabilities account for 40% of annual visits to U.S. emergency departments (EDs), physicians receive minimal training on caring for this population. The objective of this study was to explore emergency medicine (EM) resident preparedness and attitudes in caring for patients with disabilities and ease of providing accommodations in the ED.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed and administered a cross-sectional 32-item survey to EM residents in the United States from November 2023 to January 2024. The primary outcomes were (1) self-reported preparedness in caring for patients with disabilities, (2) attitudes toward individuals with disabilities, and (3) ease of providing accommodations. Frequency distributions for each item and associations between personal demographics and survey responses are reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 209 participants completed the survey. The majority were female (51%) and White (70%). A minority (9.5%) identified with having a disability. Residents felt prepared to care for patients with physical disabilities (77%) and chronic illnesses (93%) and less prepared with patients who are nonverbal (34%) or blind/visual impairment (45%). Most residents (99%) believed that patients with disabilities deserved equitable care; however, most thought patients with disabilities had a poor quality of life (75%). Residents reported difficulty providing accommodations to patients who are blind/visual impairment (54%) and Deaf/hard of hearing (45%). For those who encountered acute care plans/health care passports for accommodations, 88% found them useful. The majority of residents (80%) desired improved disability health education, specifically on sensory and intellectual/developmental disabilities, communication skills training, and resources for accommodations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EM residents report feeling less prepared to care for patients with sensory disabilities and intellectual/developmental disabilities and report difficulty obtaining histories, performing physical examinations, and providing accommodations to this population. Implementing curricula focusing on disability health may improve skills, reduce bias, and provide more equitable care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144292886","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":"Assessment of Emergency Medicine Residents' Situational Awareness and Perception of Patient Safety Culture in the Emergency Department","authors":"Adriana S. Olson,&nbsp;Nathan Olson,&nbsp;Nicholas D. Hartman,&nbsp;Casey Morrone,&nbsp;Morgan Battaglia,&nbsp;Kamna S. Balhara","doi":"10.1002/aet2.70060","DOIUrl":"https://doi.org/10.1002/aet2.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Situational awareness (SA) and positive safety climate are crucial to patient safety. Little is known about emergency medicine (EM) trainees' SA and perception of emergency department (ED) safety climate, and the interactions of those factors with safety-related behaviors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our objective was to evaluate EM residents' perceptions of ED safety climate, self-reported SA, and comfort with identifying, rectifying, and reporting safety hazards.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this cross-sectional study at two EM residencies, residents completed the Situational Awareness Rating Technique (SART) after ED-based or simulated resuscitations as well as a survey regarding safety climate and comfort with identifying, rectifying, and reporting ED hazards. Descriptive statistics were used for SART, safety climate, and comfort. A correlation coefficient was calculated between post graduate year (PGY) and SA, PGY and comfort, comfort and SA, and ED safety climate and comfort.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>51/91 residents completed the SART; the mean score was 13.4 (max 39). 64/91 completed the additional survey; 57.8% identified a positive safety climate. 46.0%, 41.3%, and 36.5% expressed comfort with identifying, rectifying, and reporting hazards, respectively. PGY correlated with comfort with identifying, rectifying, and reporting hazards and with the number of reported hazards; there was no correlation with PGY and SA. Residents' SA did not correlate with comfort with identifying, rectifying, or reporting hazards or with the number of reported hazards. Perception of a positive safety climate correlated with comfort with reporting hazards, but not with comfort with identifying or rectifying hazards or with the number of reported hazards.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Perceiving a culture of safety may not translate to behaviors associated with addressing hazards, and SA itself does not necessarily mean that hazards will be addressed. Targeting departmental culture alone may be insufficient toward equipping residents to address patient safety; there is a need for longitudinal curricular interventions targeting patient safety and SA across all PGYs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264378","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}