AEM Education and Training最新文献_第8页

An Online Survey of Practicing Emergency Medicine Clinicians' Pediatric Educational Needs 急诊临床医师儿科教育需求在线调查

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-12 DOI: 10.1002/aet2.70059

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.

背景：在急诊科照顾儿童的临床医生有不同的儿科培训。本研究旨在确定急诊临床医生对儿科主题优先级、信息寻求行为和首选学习方式的看法。方法利用调查科学的最佳实践，由全科医学和儿科急诊医学专家反复制定调查问卷。最后的调查包含人口统计、儿科主题优先级、信息寻求行为和首选学习方式等部分。该调查通过WikEM网站、WikEM应用程序的链接发布，并通过电子邮件发送给注册的WikEM用户。结果397名主治医师（ap）和145名高级执业医师（app）共完成542份问卷调查。ap的前三个优先主题是新生儿急诊、气道和呼吸急诊以及儿科特定手术，而app的前三个优先主题是腹部急诊、气道和呼吸急诊以及细支气管炎。ap和app均表示，目前他们大部分的儿科信息是通过在线医疗资源和与同事的交流获得的。使用最少的方法包括网络研讨会、社交媒体、课程和学术期刊。ap首选的教育方式包括临床循证途径、播客和网站/博客。应用程序的偏好是临床循证途径、播客和在线教学体验。ap和APPs都报告说，时间不足和不知道在哪里找到资源是儿科教育的最大障碍。结论主治医师和高级急诊医师将气道和呼吸紧急情况确定为优先主题。信息通常是通过在线资源和与同事讨论获得的。循证途径和播客被确定为首选模式。这些数据可以告知内容开发的优先主题和向执业临床医生传播内容的最佳实践。

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引用次数: 0

Defying the Downtrend: Factors Driving Medical Students to Pursue Emergency Medicine 逆势而上：促使医学生选择急诊医学的因素

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-12 DOI: 10.1002/aet2.70057

Danielle Kerrigan, Anita Knopov, Kaitlin Lipner, Lauren Trembley, Amy Mariorenzi, Brian Clyne

Background

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。

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引用次数: 0

Developing Simulation-Based Mastery Learning Curricula for Emergency Medicine Skills Training 急诊医学技能训练中基于模拟的熟练学习课程的开发

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-12 DOI: 10.1002/aet2.70058

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.

基于模拟的精通学习（SBML）是一种强有力的基于能力的医学教育方法，它可以提高急诊医学实践范围内各种程序的技能习得和更好的患者结果。本书讨论了掌握学习的概念，并分享了开发SBML新课程的实用建议，包括如何组织和计划课程开发，结合课程设计的既定原则，创建清单，设置严格的最低合格标准，以及为学术出版准备课程。

引用次数: 0

An innovative interprofessional mock trial experience: Collaboration between emergency medicine residency program and law school as a tool to demonstrate medical malpractice litigation 创新的跨专业模拟审判经验：急诊医学住院医师计划和法学院之间的合作，作为展示医疗事故诉讼的工具

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-11 DOI: 10.1002/aet2.70055

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.

由于工作性质和医疗环境，急诊医师经常面临医疗事故索赔的风险。尽管如此，医疗事故诉讼教育仍存在差距。鉴于住院医师项目必须涵盖相当数量的课程主题以及住院医师的临床工作时数，我们发现需要一种彻底而紧凑的教育体验，以尽量减少对教育者和受训者的干扰。我们创建了一个易于复制的教育课程，以急诊医学住院医师项目和法学院之间的合作为特色，在一次课程中涵盖医疗事故诉讼。方法在一名合作法官的帮助下，我们精心策划了一场高保真模拟法庭内的模拟审判。被告和原告由住院医生组成，而法律代表则由一名法律系学生和一名刚毕业的法律系学生组成。该病例的详细信息来自Medmalreviewer.com，并在模拟之前由参与者审阅。结果学习目标包括：定义不良事件、医疗事故和医疗事故的术语，描述医疗事故的影响，以及绘制医疗事故诉讼的过程。居民们表示，他们对诉讼过程感到更自在了。法律系学生和最近的法学院毕业生报告说，除了增加了与医疗专业人员沟通的信心外，他们对医疗实践也有了更大的欣赏。结论本研究的教学经验具有可持续性和可复制性，为其他急诊医学项目提供了一个可行的框架，可用于向学员介绍医疗事故诉讼。

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引用次数: 0

Association of individual item characteristics with faculty competitiveness rankings in emergency medicine standardized letters of evaluation 急诊医学标准化评价信单项特征与教师竞争力排名的关系

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-11 DOI: 10.1002/aet2.70009

Jenna Hegarty, Morgan Sehdev MD, Alexis Pelletier-Bui MD, Nicole M. Dubosh MD, Alai Alvarez MD, Caitlin Schrepel MD, Benjamin Schnapp MD, MEd, Sharon Bord MD, Yoon Soo Park PhD, Eric Shappell MD, MHPE

Objective

Our objective was to compare the association between norm-referenced versus criterion-referenced items and faculty consensus ratings of applicant competitiveness based on the two most recent versions of the emergency medicine (EM) standardized letter of evaluation (SLOE).

Methods

Faculty consensus ratings of mock EM SLOE competitiveness were obtained from prior studies of the current (2022) and previous (2016) SLOE formats. Items from each SLOE version were categorized by scope as either (1) focused or (2) global and by their referencing as (1) norm-referenced, (2) criterion-referenced, or (3) mixed. We used a linear regression model to measure the association between individual items and consensus rankings of SLOE competitiveness. We then evaluated which item types were most associated with competitiveness rankings.

Results

Regarding scope, five items were focused and four were global in the 2016 SLOE compared to 11 focused items and two global items in the 2022 SLOE. The 2016 version of the SLOE contained eight norm-referenced items and one criterion-referenced item compared to four criterion-referenced items, two norm-referenced items, and seven mixed items in the 2022 version. Two items were significantly associated with competitiveness rankings in the 2016 SLOE. Both were global in scope and norm-referenced. Only one item was significantly associated with competitiveness rankings in the 2022 SLOE—the global norm-referenced item regarding the anticipated rank position.

Conclusion

Only global norm-referenced items were significantly associated with faculty competitiveness ratings across two versions of the EM SLOE, which place different emphasis on norm-referenced versus criterion-referenced items. If the ability to stratify applicants remains a priority of the EM SLOE, global norm-referenced assessments should continue to be included.

我们的目的是比较基于两个最新版本的急诊医学（EM）标准化评估信（SLOE）的规范参考与标准参考项目和教师对申请人竞争力的共识评级之间的关系。方法从当前（2022年）和之前（2016年）的swe格式的先前研究中获得模拟EM swe竞争力的教师共识评级。来自每个SLOE版本的项目按范围分类为(1)集中的或(2)全局的，并根据它们的引用(1)规范引用，(2)标准引用，或(3)混合的。我们使用线性回归模型来衡量个别项目与企业竞争力共识排名之间的关系。然后，我们评估了哪些项目类型与竞争力排名最相关。在范围方面，2016年SLOE有5个重点项目和4个全球项目，而2022年SLOE有11个重点项目和2个全球项目。2016年版SLOE包含8个标准参考项目和1个标准参考项目，而2022年版SLOE包含4个标准参考项目、2个标准参考项目和7个混合项目。2016年SLOE中有两个项目与竞争力排名显著相关。两者的作用域都是全局的，都是规范引用的。在2022年的sloe中，只有一个项目与竞争力排名显著相关——关于预期排名位置的全球规范参考项目。结论：在两个版本的EM SLOE中，只有全球规范参考项目与教师竞争力评级显著相关，这两个版本对规范参考项目和标准参考项目的重视程度不同。如果对申请人进行分层的能力仍然是EM SLOE的优先事项，则应继续包括全球规范参考评估。

{"title":"Association of individual item characteristics with faculty competitiveness rankings in emergency medicine standardized letters of evaluation","authors":"Jenna Hegarty, Morgan Sehdev MD, Alexis Pelletier-Bui MD, Nicole M. Dubosh MD, Alai Alvarez MD, Caitlin Schrepel MD, Benjamin Schnapp MD, MEd, Sharon Bord MD, Yoon Soo Park PhD, Eric Shappell MD, MHPE","doi":"10.1002/aet2.70009","DOIUrl":"https://doi.org/10.1002/aet2.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Our objective was to compare the association between norm-referenced versus criterion-referenced items and faculty consensus ratings of applicant competitiveness based on the two most recent versions of the emergency medicine (EM) standardized letter of evaluation (SLOE).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Faculty consensus ratings of mock EM SLOE competitiveness were obtained from prior studies of the current (2022) and previous (2016) SLOE formats. Items from each SLOE version were categorized by scope as either (1) focused or (2) global and by their referencing as (1) norm-referenced, (2) criterion-referenced, or (3) mixed. We used a linear regression model to measure the association between individual items and consensus rankings of SLOE competitiveness. We then evaluated which item types were most associated with competitiveness rankings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Regarding scope, five items were focused and four were global in the 2016 SLOE compared to 11 focused items and two global items in the 2022 SLOE. The 2016 version of the SLOE contained eight norm-referenced items and one criterion-referenced item compared to four criterion-referenced items, two norm-referenced items, and seven mixed items in the 2022 version. Two items were significantly associated with competitiveness rankings in the 2016 SLOE. Both were global in scope and norm-referenced. Only one item was significantly associated with competitiveness rankings in the 2022 SLOE—the global norm-referenced item regarding the anticipated rank position.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Only global norm-referenced items were significantly associated with faculty competitiveness ratings across two versions of the EM SLOE, which place different emphasis on norm-referenced versus criterion-referenced items. If the ability to stratify applicants remains a priority of the EM SLOE, global norm-referenced assessments should continue to be included.</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":"144256181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-country coverage: Sibling reflections on emergency medicine from opposite coasts 跨国报道：来自两岸的同胞对急诊医学的反思

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-11 DOI: 10.1002/aet2.70048

Vanya Zvonar MD, Ivan Zvonar MD

引用次数: 0

Allotted alonement 分配alonement

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-06-11 DOI: 10.1002/aet2.70003

Zhaohui Su PhD

引用次数: 0

Advancing entrustable professional activities in emergency medicine: A call for Latin American engagement 推进急诊医学领域可信赖的专业活动：呼吁拉丁美洲参与

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-29 DOI: 10.1002/aet2.70050

Manuel Millán-Hernández, Daniela F. Albarrán-Pérez

引用次数: 0

Response to “Advancing entrustable professional activities in emergency medicine: A call for Latin American engagement” 对“推进急诊医学领域可信赖的专业活动：呼吁拉丁美洲参与”的答复

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-29 DOI: 10.1002/aet2.70049

Tim Baker MBBS (Hons), BMedSc (Hons), MClinEd, FACEM, Hannah Beks PhD, MPH, BN, RN, Franco Schreve MbChB, MBA, FACEM, Mary Lawson, Vincent L. Versace PhD, BSc (Hons)

引用次数: 0

Differences in language used to describe racial groups in emergency medicine standardized letter of evaluation 急诊医学标准化评估信中描述种族群体的语言差异

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-19 DOI: 10.1002/aet2.70054

Felisha Gonzalez MD, Laura Welsh MD, Johanna Caicedo MD, Avery Clark MD, Ijeoma M. Okafor MPH, Kerrie P. Nelson PhD, Sula Frausto, Emily C. Cleveland Manchanda MD, MPH

Introduction

According to program directors in emergency medicine (EM), the standardized letter of evaluation (SLOE) is the most important component of the EM residency application. Understanding possible biases in SLOE language is critical for an equitable review process. Past studies have shown differences in the way medical students are described in narrative evaluations by race and gender; however, research on SLOE narratives has been limited to gender. This study seeks to evaluate narrative linguistic differences in applicant SLOEs by race.

Methods

This is a narrative analysis of all U.S. MD and DO SLOEs from applicants to the study institution in the 2022 application cycle. We used Linguistic Inquiry and Word Count (LIWC) to complete two analyses. Analysis 1 used frequency of words within 19 categories to evaluate differences between underrepresented minorities in medicine (URiM) and non-URiM applicants and within racial subgroups. Analysis 2 used LIWC to evaluate dichotomous use of 21 key words in these same groups. Linear mixed models were performed for each of the outcomes to evaluate for associations between URiM/non-URiM status or racial subgroup and each outcome.

Results

Of the 809 unique applicants, 18.3% identified as URiM, 57.5% identified as White, 17.4% identified as Asian, 10% identified as Latinx, and 6.3% identified as Black. The analysis revealed applicants who are Black contained on average 0.537 (SE 0.154, Bonferroni-adjusted p = 0.010) percentage points more communal words when compared to White applicant SLOEs. URiM applicants had 0.322 percentage points more communal words (SE 0.102, Bonferroni-adjusted p = 0.030) compared to non-URiM SLOEs.

Conclusion

Applicants who were URiM or Black were more likely to be described with communal words than their peers. URiM applicants had twice the amount of empathic words in their SLOEs when compared to their non-URiM peers; however, this finding did not meet statistical significance (p = 0.053). Our study demonstrates that students who are URiM or Black are more likely to be described with language that, in STEM literature, has been associated with decreased hireability. This pattern may reflect the use of coded language in evaluations, which could hinder advancement of URiM residents and impact diversity in our field. These findings highlight the need for residency program directors and educators to critically examine evaluation language and implement strategies to ensure equitable assessment practices.

根据急诊医学（EM）项目主任的说法，标准化评估信（swe）是急诊医学住院医师申请中最重要的组成部分。理解SLOE语言中可能存在的偏见对于公平的审查过程至关重要。过去的研究表明，在叙事评价中，种族和性别对医学生的描述存在差异；然而，对SLOE叙事的研究一直局限于性别。本研究旨在评估不同种族申请人的语言叙述差异。方法对2022年申请周期中从申请人到研究机构的所有美国MD和DO sloe进行叙述性分析。我们使用语言调查和字数统计（LIWC）来完成两个分析。分析1使用19个类别中的单词频率来评估医学中未被充分代表的少数民族（URiM）和非URiM申请人之间以及种族子群体之间的差异。分析2采用LIWC对同一组中21个关键词的二分法使用情况进行评价。对每个结果进行线性混合模型，以评估URiM/非URiM状态或种族亚组与每个结果之间的关系。结果在809个独特的申请人中，18.3%被确定为URiM， 57.5%被确定为白人，17.4%被确定为亚洲人，10%被确定为拉丁裔，6.3%被确定为黑人。分析显示，与白人申请者相比，黑人申请者的公共词汇平均多出0.537个百分点（SE 0.154，经bonferroni调整p = 0.010）。与非URiM的sloe相比，URiM申请者的公共词汇多出0.322个百分点（SE 0.102, Bonferroni-adjusted p = 0.030）。结论：与同龄人相比，白人或黑人申请者更容易被描述为有共同语言的人。与非URiM的同龄人相比，URiM的申请者在他们的记忆中有两倍的移情词；然而，这一发现没有统计学意义（p = 0.053）。我们的研究表明，在STEM文献中，白人或黑人学生更有可能被描述为与就业能力下降有关的语言。这种模式可能反映了在评估中使用编码语言，这可能会阻碍URiM居民的进步并影响我们领域的多样性。这些发现强调了住院医师项目主管和教育工作者需要严格审查评估语言并实施策略以确保公平的评估实践。

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引用次数: 0

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