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.
{"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], Manu Madhok MD, MPH, Sujatha Thyagarajan DCH(UK), FRCPCH(UK), CCT Paediatrics, Sinchana Divakar DCH, DNB Pediatrics, Fellow RGUHS and IDPCCM, Katherine Douglass MD, MPH, 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}
J. David Gatz, T. Andrew Windsor, Eileen Chu, Zachary D. W. Dezman, Laura J. Bontempo
Background
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.
Methods
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.
Results
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.
Conclusion
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.
{"title":"Mentorship as a Catalyst for Academic Writing in Emergency Medicine","authors":"J. David Gatz, T. Andrew Windsor, Eileen Chu, Zachary D. W. Dezman, 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}
Richard W. Sapp MD, MS, Jason M. Rotoli MD, Anika Backster MD, Derek L. Monette MD, MHPE, Daniel J. Egan MD, Michael A. Gisondi MD, Wendy C. Coates MD, Cori M. Poffenberger MD
Background
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.
Methods
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.
Results
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.
Conclusions
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.
{"title":"Preparedness and attitudes of emergency medicine residents in caring for patients with disabilities: What do we know?","authors":"Richard W. Sapp MD, MS, Jason M. Rotoli MD, Anika Backster MD, Derek L. Monette MD, MHPE, Daniel J. Egan MD, Michael A. Gisondi MD, Wendy C. Coates MD, 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}
Adriana S. Olson, Nathan Olson, Nicholas D. Hartman, Casey Morrone, Morgan Battaglia, Kamna S. Balhara
Background
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.
Objectives
Our objective was to evaluate EM residents' perceptions of ED safety climate, self-reported SA, and comfort with identifying, rectifying, and reporting safety hazards.
Methods
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.
Results
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.
Conclusion
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.
{"title":"Assessment of Emergency Medicine Residents' Situational Awareness and Perception of Patient Safety Culture in the Emergency Department","authors":"Adriana S. Olson, Nathan Olson, Nicholas D. Hartman, Casey Morrone, Morgan Battaglia, 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}
Nicole Schnabel, Donna Okoli, Julie Calabrese, Mallory Davis, Mary Haas, Laura Hopson, Alexis Pelletier-Bui
Background
Over the past decade, the number of Emergency Medicine (EM) residency positions has drastically expanded. Little is known about the contributions of different program types to this increase. Our objective was to determine the relative contributions of different types of EM residency programs to the observed increase in positions.
Methods
Publicly available resources were used to develop a dataset of all Accreditation Council for Graduate Medical Education (ACGME) accredited EM residency programs, along with program characteristics (program length, training environment, ownership structure, new vs. established), prior American Osteopathic Association (AOA) accreditation, and number of positions represented in the Main Residency Match.
Results
There was a growth of 1458 EM positions from 2010 to 2023. The largest growth in residency positions came from programs that were 3 years in length (82%), community-based university-affiliated (48%), with a health system ownership structure (49%), and newly accredited by the ACGME (76%). Significant contributions were also made from programs that were university-based (28%), community-based (24%), corporate or national partnerships (33%), regional partnerships (15%), ACGME-accredited at the onset of the study time period (24%), and prior AOA-accredited (23%).
Conclusions
There is no one sole contributor to the rapid rise in EM residency positions, with growth spread across a variety of formats and sponsorship types.
{"title":"The Expansion Dilemma: A Critical Look at the 13-Year Increase in Emergency Medicine Residency Positions","authors":"Nicole Schnabel, Donna Okoli, Julie Calabrese, Mallory Davis, Mary Haas, Laura Hopson, Alexis Pelletier-Bui","doi":"10.1002/aet2.70064","DOIUrl":"https://doi.org/10.1002/aet2.70064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Over the past decade, the number of Emergency Medicine (EM) residency positions has drastically expanded. Little is known about the contributions of different program types to this increase. Our objective was to determine the relative contributions of different types of EM residency programs to the observed increase in positions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Publicly available resources were used to develop a dataset of all Accreditation Council for Graduate Medical Education (ACGME) accredited EM residency programs, along with program characteristics (program length, training environment, ownership structure, new vs. established), prior American Osteopathic Association (AOA) accreditation, and number of positions represented in the Main Residency Match.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was a growth of 1458 EM positions from 2010 to 2023. The largest growth in residency positions came from programs that were 3 years in length (82%), community-based university-affiliated (48%), with a health system ownership structure (49%), and newly accredited by the ACGME (76%). Significant contributions were also made from programs that were university-based (28%), community-based (24%), corporate or national partnerships (33%), regional partnerships (15%), ACGME-accredited at the onset of the study time period (24%), and prior AOA-accredited (23%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There is no one sole contributor to the rapid rise in EM residency positions, with growth spread across a variety of formats and sponsorship types.</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/aet2.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264376","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}
Cindy D. Chang, Michelle Eckerle, Snimarjot Kaur, Brad Sobolewski, Ross Donaldson, Bashar S. Shihabuddin, Eury Hong, Marc Auerbach
Background
Clinicians caring for children in emergency departments have variable pediatric training. This study aimed to identify practicing emergency clinicians' perceptions on pediatric topic prioritization, information seeking behaviors, and preferred learning modalities.
Methods
A survey was iteratively developed by experts in general and pediatric emergency medicine utilizing survey science best practices. The final survey contained sections on demographics, pediatric topic prioritization, information seeking behaviors, and preferred learning modalities. The survey was disseminated via publication as a link on the WikEM website, the WikEM application, and via e-mails to registered WikEM users.
Results
Five-hundred and forty-two surveys were completed by 397 attending physicians (APs) and 145 advanced practice providers (APPs). The top three priority topics among APs were neonatal emergencies, airway and respiratory emergencies, and pediatric-specific procedures, and among APPs were abdominal emergencies, airway and respiratory emergencies, and bronchiolitis. Both APs and APPs indicated that they currently receive most of their pediatric information through online medical resources and communication with colleagues. The least used methods included webinars, social media, courses, and academic journals. APs preferred education modalities included clinical evidence-based pathways, podcasts, and websites/blogs. APPs preferences were clinical evidence-based pathways, podcasts, and online didactic experiences. Both APs and APPs reported that insufficient time and not knowing where to find resources were the largest barriers to pediatric education.
Conclusions
Attending physicians and advanced practice emergency providers identified airway and respiratory emergencies as priority topics. Information was most often accessed using online resources and through discussions with colleagues. Evidence-based pathways and podcasts were identified as the preferred modality. These data can inform priority topics for content development and best practices for dissemination of content to practicing clinicians.
{"title":"An Online Survey of Practicing Emergency Medicine Clinicians' Pediatric Educational Needs","authors":"Cindy D. Chang, Michelle Eckerle, Snimarjot Kaur, Brad Sobolewski, Ross Donaldson, Bashar S. Shihabuddin, Eury Hong, Marc Auerbach","doi":"10.1002/aet2.70059","DOIUrl":"https://doi.org/10.1002/aet2.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinicians caring for children in emergency departments have variable pediatric training. This study aimed to identify practicing emergency clinicians' perceptions on pediatric topic prioritization, information seeking behaviors, and preferred learning modalities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A survey was iteratively developed by experts in general and pediatric emergency medicine utilizing survey science best practices. The final survey contained sections on demographics, pediatric topic prioritization, information seeking behaviors, and preferred learning modalities. The survey was disseminated via publication as a link on the WikEM website, the WikEM application, and via e-mails to registered WikEM users.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five-hundred and forty-two surveys were completed by 397 attending physicians (APs) and 145 advanced practice providers (APPs). The top three priority topics among APs were neonatal emergencies, airway and respiratory emergencies, and pediatric-specific procedures, and among APPs were abdominal emergencies, airway and respiratory emergencies, and bronchiolitis. Both APs and APPs indicated that they currently receive most of their pediatric information through online medical resources and communication with colleagues. The least used methods included webinars, social media, courses, and academic journals. APs preferred education modalities included clinical evidence-based pathways, podcasts, and websites/blogs. APPs preferences were clinical evidence-based pathways, podcasts, and online didactic experiences. Both APs and APPs reported that insufficient time and not knowing where to find resources were the largest barriers to pediatric education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Attending physicians and advanced practice emergency providers identified airway and respiratory emergencies as priority topics. Information was most often accessed using online resources and through discussions with colleagues. Evidence-based pathways and podcasts were identified as the preferred modality. These data can inform priority topics for content development and best practices for dissemination of content to practicing clinicians.</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/aet2.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264377","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}
In recent years, the number of medical students applying to Emergency Medicine (EM) has sharply decreased. Burnout and workforce projections within the specialty have been cited as contributing factors. Counter to this trend, our institution observed a higher percentage of students pursuing EM than the national average each year. This study sought to understand the factors driving these students to pursue EM.
Methods
We performed a cross-sectional survey of medical students from our institution who matched into EM from 2022 to 2024. Participants completed an electronic survey about influences on how they learned about EM and on their decision to pursue an EM career. The survey consisted of rating scale and short answer questions. A test of binomial proportions assessed differences between rating scale items using the item with the most positive results as the reference. Short answer responses were grouped into categories and ranked by frequency.
Results
A total of 31 of 41 (76%) students responded. The factors found to be most useful for learning about EM as a specialty were “Participation in clinical electives” (n = 28, 93.3%, reference) and “Advising/mentoring from residents” (n = 27, 90%, p = 0.64). In terms of choosing EM, clinical exposure to the specialty, particularly within the fourth year (n = 28, 90.3%, reference), and advising from attendings (n = 23, 74.2%, p = 0.1) and residents (n = 25, 80.6%, p = 0.28) were among the most influential factors. Most students decided to pursue EM during their third year (65%, n = 15).
Conclusion
The most influential factors driving our medical students to pursue EM were clinical exposure to EM and individual advising, particularly from EM residents. Focused efforts in these areas are potential strategies for other institutions to foster student interest in EM and counter the national trend.
近年来，医学生申请急诊医学（EM）的人数急剧下降。该专业的职业倦怠和劳动力预测被认为是促成因素。与这一趋势相反的是，我校每年攻读管理学的学生比例高于全国平均水平。本研究旨在了解促使这些学生追求EM的因素。方法我们对我校2022年至2024年匹配EM的医学生进行了横断面调查。参与者完成了一份电子调查，调查内容是关于他们如何了解电子商务以及他们决定从事电子商务职业的影响。该调查包括评定量表和简短回答问题。二项比例测试以最积极结果的项目作为参考，评估评定量表项目之间的差异。简短的回答被分成不同的类别，并按频率排序。结果41名学生中有31名（76%）回复。研究发现，对学习EM作为一门专业最有用的因素是“参与临床选修课”（n = 28, 93.3%，参考）和“住院医生的建议/指导”（n = 27, 90%, p = 0.64）。在选择EM方面，对该专业的临床接触，特别是第四年（n = 28, 90.3%，参考），以及主治医生（n = 23, 74.2%, p = 0.1）和住院医生（n = 25, 80.6%, p = 0.28）的建议是最重要的影响因素。大多数学生决定在第三年攻读机电管理专业（65%,n = 15）。结论影响我国医学生选择EM专业的主要因素是临床接触EM和个人建议，特别是来自EM住院医师的建议。在这些领域的集中努力，是其他院校培养学生对新兴市场兴趣、逆转全国趋势的潜在策略。
{"title":"Defying the Downtrend: Factors Driving Medical Students to Pursue Emergency Medicine","authors":"Danielle Kerrigan, Anita Knopov, Kaitlin Lipner, Lauren Trembley, Amy Mariorenzi, Brian Clyne","doi":"10.1002/aet2.70057","DOIUrl":"https://doi.org/10.1002/aet2.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In recent years, the number of medical students applying to Emergency Medicine (EM) has sharply decreased. Burnout and workforce projections within the specialty have been cited as contributing factors. Counter to this trend, our institution observed a higher percentage of students pursuing EM than the national average each year. This study sought to understand the factors driving these students to pursue EM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed a cross-sectional survey of medical students from our institution who matched into EM from 2022 to 2024. Participants completed an electronic survey about influences on how they learned about EM and on their decision to pursue an EM career. The survey consisted of rating scale and short answer questions. A test of binomial proportions assessed differences between rating scale items using the item with the most positive results as the reference. Short answer responses were grouped into categories and ranked by frequency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 31 of 41 (76%) students responded. The factors found to be most useful for learning about EM as a specialty were “Participation in clinical electives” (<i>n</i> = 28, 93.3%, reference) and “Advising/mentoring from residents” (<i>n</i> = 27, 90%, <i>p</i> = 0.64). In terms of choosing EM, clinical exposure to the specialty, particularly within the fourth year (<i>n</i> = 28, 90.3%, reference), and advising from attendings (<i>n</i> = 23, 74.2%, <i>p</i> = 0.1) and residents (<i>n</i> = 25, 80.6%, <i>p</i> = 0.28) were among the most influential factors. Most students decided to pursue EM during their third year (65%, <i>n</i> = 15).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The most influential factors driving our medical students to pursue EM were clinical exposure to EM and individual advising, particularly from EM residents. Focused efforts in these areas are potential strategies for other institutions to foster student interest in EM and counter the national trend.</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/aet2.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264372","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}
Matthew R. Klein, Dana E. Loke, Meghan E. Mitchell, Jeffrey H. Barsuk, William C. McGaghie, David H. Salzman
Simulation-based mastery learning (SBML) is a powerful method of competency-based medical education that leads to improved skill acquisition and better patient outcomes for a variety of procedures within the emergency medicine scope of practice. This Educator's Blueprint discusses the concept of mastery learning and shares practical advice for developing new SBML curricula, including insights into how to organize and plan curriculum development, incorporate established principles of curriculum design, create a checklist, set a rigorous minimum passing standard, and prepare the curriculum for scholarly publication.
{"title":"Developing Simulation-Based Mastery Learning Curricula for Emergency Medicine Skills Training","authors":"Matthew R. Klein, Dana E. Loke, Meghan E. Mitchell, Jeffrey H. Barsuk, William C. McGaghie, David H. Salzman","doi":"10.1002/aet2.70058","DOIUrl":"https://doi.org/10.1002/aet2.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>Simulation-based mastery learning (SBML) is a powerful method of competency-based medical education that leads to improved skill acquisition and better patient outcomes for a variety of procedures within the emergency medicine scope of practice. This <i>Educator's Blueprint</i> discusses the concept of mastery learning and shares practical advice for developing new SBML curricula, including insights into how to organize and plan curriculum development, incorporate established principles of curriculum design, create a checklist, set a rigorous minimum passing standard, and prepare the curriculum for scholarly publication.</p>\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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264549","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}
Adaeze Stephanie Onyechi MD, Cedric Dark MD, Vidya Eswaran MD
Background
Due to the nature of the job and healthcare climate, emergency medicine physicians are constantly at risk for malpractice claims. Despite this, there is a gap in education around malpractice litigation. Given the considerable number of curricular topics residency programs must cover in conjunction with the volume of clinical hours residents work, we found that there is a need for an educational experience that is thorough yet compact enough to cause minimal disruption for educators and trainees. We created an easily reproducible educational session featuring collaboration between an emergency medicine residency program and a law school that covers medical malpractice proceedings in a single session.
Methods
We orchestrated a high-fidelity simulation of a mock trial held inside a courtroom with the help of a collaborating judge. Medical residents made up the defendant and plaintiff, while the legal representation was made up of a law student and a recent law graduate. The details of the case were taken from Medmalreviewer.com and was reviewed by participants prior to the simulation.
Results
Learning objectives included: Defining terminology around adverse events, medical errors, and malpractice, Describing the impact of medical errors, and diagraming the process of a medical malpractice lawsuit. Residents reported feeling more comfortable with the litigation process. The law student and recent law school graduate reported gaining a greater appreciation for medical practice in addition to increased confidence communicating with medical professionals.
Conclusions
We believe this educational experience is sustainable and reproducible, thereby is a viable framework for other emergency medicine programs to adopt to introduce trainees to malpractice litigation.
{"title":"An innovative interprofessional mock trial experience: Collaboration between emergency medicine residency program and law school as a tool to demonstrate medical malpractice litigation","authors":"Adaeze Stephanie Onyechi MD, Cedric Dark MD, Vidya Eswaran MD","doi":"10.1002/aet2.70055","DOIUrl":"https://doi.org/10.1002/aet2.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Due to the nature of the job and healthcare climate, emergency medicine physicians are constantly at risk for malpractice claims. Despite this, there is a gap in education around malpractice litigation. Given the considerable number of curricular topics residency programs must cover in conjunction with the volume of clinical hours residents work, we found that there is a need for an educational experience that is thorough yet compact enough to cause minimal disruption for educators and trainees. We created an easily reproducible educational session featuring collaboration between an emergency medicine residency program and a law school that covers medical malpractice proceedings in a single session.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We orchestrated a high-fidelity simulation of a mock trial held inside a courtroom with the help of a collaborating judge. Medical residents made up the defendant and plaintiff, while the legal representation was made up of a law student and a recent law graduate. The details of the case were taken from Medmalreviewer.com and was reviewed by participants prior to the simulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Learning objectives included: Defining terminology around adverse events, medical errors, and malpractice, Describing the impact of medical errors, and diagraming the process of a medical malpractice lawsuit. Residents reported feeling more comfortable with the litigation process. The law student and recent law school graduate reported gaining a greater appreciation for medical practice in addition to increased confidence communicating with medical professionals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We believe this educational experience is sustainable and reproducible, thereby is a viable framework for other emergency medicine programs to adopt to introduce trainees to malpractice litigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256182","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}
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