AEM Education and Training最新文献_第9页

Evaluating the role of traditional and nontraditional educational resources in point-of-care ultrasound training: A cross-sectional survey of educator preferences and practices 评估传统和非传统教育资源在现场超声培训中的作用：教育者偏好和实践的横断面调查

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70039

Arthur Broadstock MD, Annahieta Kalantari DO, MEd, Almaz S. Dessie MD, Al’ai Alvarez MD, Resa E. Lewiss MD, Josie Acuna MD, Anthony Weekes MD, MSc, Kaylah Maloney MD, Uwe Stolz PhD, MPH, Lori Stolz MD, Aalap Shah MD

Background

Recently, nontraditional educational resources like podcasts, blogs, and online media have gained prominence in medical education and are abundant within the field of point-of-care ultrasound (POCUS). However, the extent to which POCUS educators utilize online resources compared to traditional resources, like textbooks, journal articles, and in-person workshops, is unknown. We aim to define which types of educational resources are used and preferred by POCUS educators to teach trainees.

Methods

An expert working group developed a survey aimed to characterize the types of materials used by POCUS educators and their perceived importance on a 6-point forced ranking scale. We administered the survey to POCUS educators at the 2023 Society for Clinical Ultrasound Fellowships conference. Responses were analyzed using random-effects regression analyses.

Results

Sixty-two participants completed the questionnaire. In-person workshops (mean importance 5.1, 95% confidence interval [CI] 4.8–5.4) and online media (mean importance 4.8, 95% CI 4.4–5.1) were ranked as the most important resources for POCUS education overall, though not statistically different from each other (p > 0.001). Journal articles (mean importance 3.4, 95% CI 2.2–4.6), eBooks (mean importance 2.9, 95% CI 1.4–4.4), and podcasts (mean importance 2.8, 95% CI 1.5–4.1) were found to be of moderate importance and were not statistically different from each other. Respondents reported that textbooks were of least importance (mean importance 2.1, 95% CI 0.7–3.5).

Conclusions

POCUS educators view nontraditional educational materials with great importance, though in-person workshops remain the mainstay of POCUS education. POCUS educators utilize nontraditional educational materials and consider them more important than textbooks within POCUS curricula.

最近，非传统的教育资源，如播客、博客和在线媒体在医学教育中获得了突出的地位，并且在护理点超声（POCUS）领域中非常丰富。然而，与传统资源（如教科书、期刊文章和面对面研讨会）相比，POCUS教育者利用在线资源的程度尚不清楚。我们的目标是确定POCUS教育者使用和首选的教育资源类型来教授学员。方法一个专家工作组开展了一项调查，旨在描述POCUS教育者使用的材料类型及其在6分强制排名量表上的重要性。我们在2023年临床超声学会会议上对POCUS的教育工作者进行了调查。采用随机效应回归分析对反应进行分析。结果共62人完成问卷调查。面对面研讨会（平均重要性5.1,95%可信区间[CI] 4.8 - 5.4）和在线媒体（平均重要性4.8,95% CI 4.4-5.1）被列为POCUS教育总体上最重要的资源，尽管彼此之间没有统计学差异（p > 0.001）。期刊文章（平均重要性3.4,95% CI 2.2-4.6）、电子书（平均重要性2.9,95% CI 1.4-4.4）和播客（平均重要性2.8,95% CI 1.5-4.1）被认为具有中等重要性，彼此之间没有统计学差异。受访者报告说教科书是最不重要的（平均重要性2.1,95% CI 0.7-3.5）。结论POCUS教育工作者非常重视非传统的教育材料，尽管面对面的研讨会仍然是POCUS教育的主要形式。POCUS教育者利用非传统的教育材料，并认为它们比POCUS课程中的教科书更重要。

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引用次数: 0

Procedural skill retention in transvenous pacer placement among emergency medicine physician trainees 急诊医师实习生经静脉起搏器放置的程序技能保留

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70042

Christopher D. Thom MD RDMS, Kathryn Mutter MD, James Martindale PhD, Vanessa Khoury MD, Margaret Sande MD

Background

Transvenous cardiac pacing (TVP) is a life-saving intervention that is infrequently performed in emergency medicine (EM). While competency can be achieved through dedicated procedural training, the longevity of skill retention in TVP placement has not been well demonstrated. Our study sought to assess retention of procedural skills among EM resident physicians following an immersive TVP training simulation.

Methods

EM residents at a single academic tertiary care center participated in an immersive TVP training session using a high-fidelity simulator. The paradigm of deliberate practice was used to establish competency in the procedure, which was defined by success on a previously published checklist. Immediately following the training, each resident was tested on the checklist and a Global Rating Scale (GRS; 0–100). Three faculty raters assessed resident performance on these instruments. Inter-rater reliability (IRR) was assessed using the intraclass correlation coefficient. Competency in TVP placement skill retention was then reassessed at 3 months. The paired-samples t-test was used to evaluate the difference in performance between the time intervals.

Results

Thirty-one EM resident physicians participated in the study, with 25 completing the 3-month follow-up assessment. Immediately following the workshop, the mean (±SD) score on the 0–30 checklist was 29.7 (±0.51), while the mean score on the GRS was 98.3 (±1.9). At 3-month follow-up, the mean (±SD) score on the checklist decreased to 21.6 (±5; p < 0.001), and GRS was 75.4 (±19.7; p < 0.001). IRR between raters was 0.81 for the GRS and 0.75 for the checklist score, indicating excellent agreement.

Conclusions

Decay of skills in transvenous pacemaker placement was apparent at 3 months following initial baseline competency demonstration after an immersive training session. These findings may help inform TVP procedural teaching frequency for EM resident trainees.

背景经静脉心脏起搏（TVP）是一种抢救生命的干预措施，在急诊医学（EM）中很少实施。虽然能力可以通过专门的程序性培训获得，但在TVP安置中技能保留的寿命并没有得到很好的证明。我们的研究旨在评估急诊住院医师在沉浸式TVP模拟培训后的程序技能保留情况。方法在一个单一的学术三级医疗中心，EM居民使用高保真模拟器参加沉浸式TVP培训课程。刻意练习的范例被用来建立程序中的能力，这是由先前公布的检查表上的成功来定义的。培训结束后，每位住院医生立即接受检查表和全球评分量表(GRS；0 - 100)。三位教员评价员评估了住院医师在这些工具上的表现。等级间信度（IRR）采用等级内相关系数评估。然后在3个月时重新评估TVP安置技能保留的能力。使用配对样本t检验来评估时间间隔之间的性能差异。结果31名急诊住院医师参与了研究，其中25名完成了为期3个月的随访评估。工作坊结束后，0-30分的平均（±SD）得分为29.7（±0.51）分，GRS的平均得分为98.3（±1.9）分。在3个月的随访中，检查表上的平均（±SD）评分降至21.6分(±5分；p < 0.001)， GRS为75.4(±19.7；p < 0.001)。评分者对GRS评分的IRR为0.81，对检查表评分的IRR为0.75，表明非常一致。结论：在沉浸式训练后的初始基线能力论证后3个月，经静脉放置起搏器的技能衰退是明显的。这些发现可能有助于为急诊住院实习医师提供TVP程序教学频率。

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引用次数: 0

Beyond diversity recruitment: Next steps to ensure that underrepresented emergency medicine residents thrive 多元化招聘之外：确保代表性不足的急诊住院医师茁壮成长的下一步措施

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70037

Rosemarie Diaz MD, MPH, Adam McFarland MD, Ryan Tsuchida MD, Tanesha Beckford MD, Sandra Coker MD, Jeremy Collado MD, Arthur Pope MD, PhD, Jeffrey I. Schneider MD, Alden Landry MD, MPH, Teresa Y. Smith MD, MSEd, Jessica Faiz MD, MS

A diverse workforce in emergency medicine (EM) aims to improve patient care by addressing racism in health care, increasing representation in medicine, and improving the quality of training for all residents. Many EM residency programs have launched recruitment efforts to attract residents from diverse backgrounds. However, recruitment efforts only represent the first step in building a culturally responsible workforce. Trainees who are underrepresented in medicine must be welcomed into an inclusive training environment that has been thoughtfully constructed before they arrive. This type of supportive environment can be achieved by shifting away from majority-serving ideals and building an informed infrastructure that functions to help all trainees succeed. We expand upon challenges and areas of opportunity at the individual, departmental, and institutional levels and describe common pitfalls when trying to create inclusive spaces for residents including lack of vision alignment, inadequate financial investment, and performative allyship. We also propose strategies that focus specifically on actionable changes that residency program, departmental, and institutional leadership can implement to mitigate these challenges.

急诊医学（EM）的多元化劳动力旨在通过解决医疗保健中的种族主义问题、增加医学代表性和提高所有居民的培训质量来改善患者护理。许多新兴市场住院医师项目已经启动了招聘工作，以吸引来自不同背景的住院医师。然而，招聘工作只是建立一支具有文化责任感的员工队伍的第一步。在医学领域代表性不足的受训者必须被欢迎进入一个包容性的培训环境，这个环境在他们到来之前就已经经过深思熟虑的构建。这种支持性的环境可以通过改变为多数人服务的理想，建立一个知情的基础设施来帮助所有受训者取得成功。我们扩展了个人、部门和机构层面的挑战和机遇领域，并描述了在试图为居民创造包容性空间时常见的陷阱，包括缺乏愿景一致性、财政投资不足和绩效同盟。我们还提出了一些策略，专门针对住院医师计划、部门和机构领导层可以实施的可操作变化，以减轻这些挑战。

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引用次数: 0

Trends in parallel application to emergency medicine residency between 2009 and 2023 2009 - 2023年急诊医学住院医师平行申请趋势

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70043

Udoka Oji MD, Samuel Bunting MD, Nitin Vidyasagar BS, Emily Jameyfield MD, MHPE, Paul Kukulski MD, MHPE

Objectives

The residency match can be a stressful and costly period for applicants. A notable portion of applicants choose to apply to multiple specialties during the residency match process, known as “parallel applying.” This study investigated the trends in parallel applications among emergency medicine (EM) residency applicants from 2009 to 2023.

Methods

This is a retrospective analysis on data obtained from the Association of American Medical Colleges (AAMC) Electronic Residency Application System (ERAS). The data set comprised applicants who applied either exclusively to EM or to EM in combination with other specialties. Variables analyzed included the number of applications submitted and the frequency of parallel applications across different applicant groups including international medical graduates (IMGs), U.S. international medical graduates (USIMGs), and graduates from U.S. allopathic and osteopathic institutions.

Results

The study included 64,095 applicant records corresponding to 57,572 unique individuals. The percentage of applicants to EM residency parallel applying decreased between 2009 (62.0%) and 2020 (43.0%) but subsequently increased through 2023 (62.6%). The total number of applications submitted by both single-specialty and parallel applicants increased over the same period. The mean number of applications to EM programs by parallel applicants rose significantly, reflecting a broader trend of increasing application volumes across all applicant groups while the proportion of applications that were to EM programs decreased, especially following 2021.

Conclusions

The trend of parallel applying among EM residency applicants slowly decreased from 2009 to 2021 and then increased through 2023, with the trend largely driven by an increase in the proportion of IMG applicants who were parallel applying. Understanding the motivations and impacts of parallel applications is crucial for developing strategies to support applicants and improve the matching process. Further research is needed to explore the factors influencing these trends and to inform policy and advising practices in medical education.

对申请人来说，实习匹配可能是一个压力大、成本高的阶段。在住院医师匹配过程中，相当一部分申请人选择申请多个专业，称为“并行申请”。本研究调查了2009年至2023年急诊医学（EM）住院医师申请人平行申请的趋势。方法回顾性分析美国医学院协会（AAMC）电子住院医师申请系统（ERAS）的数据。数据集包括专门申请EM或EM与其他专业结合的申请人。分析的变量包括提交的申请数量和不同申请人群体平行申请的频率，包括国际医学毕业生（IMGs）、美国国际医学毕业生（USIMGs）和来自美国对抗疗法和整骨疗法机构的毕业生。结果该研究包括64,095个申请人记录，对应57,572个独特的个体。在2009年（62.0%）至2020年（43.0%）期间，平行申请新兴市场居留权的申请人比例有所下降，但随后上升至2023年（62.6%）。同一时期，单一专业和平行专业申请人提交的申请总数均有所增加。平行申请人对新兴市场项目的平均申请数量显著增加，反映了所有申请人群体的申请数量增加的更广泛趋势，而新兴市场项目的申请比例下降，尤其是在2021年之后。从2009年到2021年，新兴市场居民申请人的平行申请趋势缓慢下降，然后在2023年增加，这一趋势主要是由IMG申请人平行申请比例的增加所驱动的。了解并行申请的动机和影响对于制定支持申请人和改进匹配过程的策略至关重要。需要进一步研究以探索影响这些趋势的因素，并为医学教育的政策和实践提供信息和建议。

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引用次数: 0

Emergency departments are part of the maternal health solution: Findings from piloting an educational toolkit in Illinois 急诊科是孕产妇保健解决方案的一部分：伊利诺伊州试点教育工具包的结果

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70046

Katherine A. Craemer MPH, Lauren Sayah MPH, Emilie Glass-Riveros MA, Cara J. Bergo PhD, Autumn Mels DNP, Roma Allen DNP, Diedra Stewart MSN, Stacie E. Geller PhD

Background

In Illinois, an average of 88 pregnant and postpartum individuals died annually from 2018 to 2020. Of these, 66% had at least one emergency department (ED) visit. To improve maternal health outcomes, the Illinois Maternal Mortality Review Committees recommended ED education on obstetric care, mental health conditions, and substance use disorders (SUD).

Methods

From January 1, 2023, to June 30, 2024, the Maternal Health Emergency Department Toolkit (Toolkit) training was piloted in six diverse Illinois hospitals. The Toolkit's effectiveness was evaluated using electronic medical record (EMR) data to assess changes in practice within the ED.

Results

A total of 281 (63%) ED providers and staff completed the training. From pre- to post-pilot, EMR documentation of pregnancy or postpartum status in female patients of reproductive age increased from 56.4% to 83.4%, and screening pregnant and postpartum patients for mental health or SUD rose from 52.2% to 69.6%.

Conclusions

The Toolkit is an evidence-based training of educational modules that led to positive changes in ED provider and staff's practice when caring for pregnant and postpartum patients. By fostering education, engagement, and collaboration, the Toolkit has the potential to play a key role in helping reduce maternal mortality and morbidity in Illinois. The Toolkit is now available statewide for all Illinois EDs.

在伊利诺伊州，从2018年到2020年，每年平均有88名孕妇和产后死亡。其中，66%至少有一次急诊就诊。为了改善孕产妇健康结果，伊利诺伊州孕产妇死亡率审查委员会建议对产科护理、精神健康状况和物质使用障碍（SUD）进行ED教育。方法从2023年1月1日至2024年6月30日，在伊利诺伊州6家不同医院开展孕产妇保健急诊科工具包（Toolkit）培训试点。使用电子病历（EMR）数据评估工具包的有效性，以评估急诊科内实践的变化。结果共有281名（63%）急诊科提供者和工作人员完成了培训。从试点前到试点后，女性育龄患者妊娠或产后状态的EMR记录从56.4%增加到83.4%，对孕妇和产后患者进行心理健康或SUD筛查从52.2%增加到69.6%。结论：该工具包是一个基于证据的教育模块培训，在护理孕妇和产后患者时，ED提供者和工作人员的做法发生了积极的变化。通过促进教育、参与和合作，该工具包有可能在帮助降低伊利诺伊州孕产妇死亡率和发病率方面发挥关键作用。该工具包现在适用于伊利诺斯州的所有急诊科。

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引用次数: 0

A primer on creating a rank order list for medical students applying to residency 为申请住院医师的医学生创建排序列表的入门

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70052

Adaira I. Landry MD, MEd, Wendy Coates MD, Michael Gottlieb MD

In 2024, over 50,000 applicants submitted their rank order list (ROL) to the National Resident Matching Program (NRMP, The Match), which uses these rankings to match candidates with residency programs. Recent years have shown that many applicants find emergency medicine (EM) a desired speciality. In 2024 and 2025, 95% and 98% of EM residency spots were filled, respectively. To match, applicants must understand every aspect of the application process, including rank order strategies. The ROL is an essential step in the residency application process where applicants rank programs based on personal and professional priorities. Applicants weigh both tangible factors—such as program size, location, and salary—and intangible factors—such as work–life balance, faculty support, and the overall “feel” of a program. Virtual interviews have limited opportunities to assess both tangible and intangible factors hindering the more comprehensive evaluation EM applicants previously had with in-person interviews. We offer strategic advice to medical students and their mentors, on an approach to creating a ROL, evaluating the intangible and tangible aspects of each program, additional considerations for less common scenarios, and effective communication with program directors.

2024年，超过50,000名申请人向国家居民匹配计划（NRMP, the Match）提交了他们的排名名单（ROL），该计划使用这些排名来匹配候选人与居住计划。近年来，许多申请者发现急诊医学（EM）是一个理想的专业。2024年和2025年，分别有95%和98%的新兴市场住院医师名额被填补。为了匹配，申请人必须了解申请过程的各个方面，包括排名策略。ROL是居留申请过程中必不可少的一步，申请人根据个人和专业优先级对项目进行排名。申请人既要考虑有形因素——比如项目规模、地点和薪水，也要考虑无形因素——比如工作与生活的平衡、教员的支持和项目的整体“感觉”。虚拟面试评估有形和无形因素的机会有限，这些因素阻碍了EM申请人以前通过面对面面试进行更全面的评估。我们为医学生和他们的导师提供战略建议，包括创建ROL的方法、评估每个项目的无形和有形方面、对不常见情况的额外考虑以及与项目主管的有效沟通。

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引用次数: 0

From the lecture hall to the cloud: Theoretical foundations for engaging virtual and hybrid didactics in emergency medicine 从讲堂到云端：急诊医学中参与虚拟和混合教学的理论基础

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-05-08 DOI: 10.1002/aet2.70038

Donna Okoli MD, Nicole Schnabel MD, Mary R. C. Haas MD, MHPE, Sally Santen MD, PhD, Margaret Wolff MD, MHPE

Engaging learners in the virtual or hybrid learning environment requires a combination of interactive content, effective communication, and mastery of function in the virtual space. Teaching in the virtual and hybrid environment presents many challenges but it remains a part of emergency medicine resident didactics, making it imperative that theory underpins our approach to virtual and hybrid learning. Connecting didactic techniques to theory can ensure that innovation promotes the intended learning outcome. This paper will demonstrate how to connect education theory to common didactic techniques implemented in the virtual and hybrid environment.

在虚拟或混合学习环境中吸引学习者需要将互动内容、有效沟通和对虚拟空间功能的掌握结合起来。在虚拟和混合环境中的教学提出了许多挑战，但它仍然是急诊医学住院医师教学的一部分，这使得理论支持我们的虚拟和混合学习方法势在必行。将教学技术与理论相结合可以确保创新促进预期的学习成果。本文将演示如何将教育理论与在虚拟和混合环境中实施的常见教学技术联系起来。

引用次数: 0

A practical primer on clinical supervision of learners in the emergency department 一个实用的初级临床监督学习者在急诊科

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-04-29 DOI: 10.1002/aet2.70015

Sara M. Krzyzaniak MD, Julie Tondt MD, Natalie Strokes DO, Nicholas Hartman MD, MPH, Josh Davis MD, Benjamin H. Schnapp MD, MEd

Introduction

Effective supervision of learners in the clinical environment is essential for learner professional development and patient safety. Despite this importance, many supervising attendings receive little to no training around supervising learners. As faculty join emergency departments (EDs) at primary and affiliate training sites, it is essential to provide them with a framework to utilize when approaching learner supervision.

Methods

A workgroup of members from the Society for Academic Emergency Medicine (SAEM) Education Committee was formed to respond to a directive from the SAEM board to identify best practices for new clinician educators when supervising learners. Drawing on their experience and expertise in learner supervision, medical education, and faculty development, the members completed a literature search to identify best practices in supervision, with a special focus on the ED environment.

Analysis

The workgroup identified three domains that must be considered to provide effective supervision to learners: learner characteristics, supervisor characteristics, and clinical environment.

Recommendations

Implementing effective supervision in the clinical environment requires a multifaceted approach and consideration of factors for both the learner and the supervisor. Direct observation, supplemented by standardized assessment tools, is the preferred supervision method; however, the demands of our clinical environment may require supervisors to assess the learner's proficiency using other methods including informal knowledge assessments, inference from oral presentations, review of clinical documentation, feedback from patients themselves, procedural walkthroughs, and secondhand information from the health care or training team.

在临床环境中对学习者进行有效的监督对学习者的专业发展和患者安全至关重要。尽管这一点很重要，但许多指导医师在指导学习者方面几乎没有接受过培训。当教师加入初级和附属培训场所的急诊科（ed）时，为他们提供一个在接近学习者监督时使用的框架是必不可少的。方法由学术急诊医学学会（SAEM）教育委员会的成员组成一个工作组，以响应SAEM董事会的指示，确定新临床医生教育者在指导学习者时的最佳实践。根据他们在学生监督、医学教育和教师发展方面的经验和专业知识，成员们完成了文献检索，以确定监督的最佳实践，特别关注ED环境。工作组确定了为学习者提供有效监督必须考虑的三个领域：学习者特征、主管特征和临床环境。在临床环境中实施有效的监督需要多方面的方法和对学习者和督导者双方因素的考虑。直接观察，辅以标准化的评估工具，是首选的监督方法；然而，我们临床环境的要求可能要求主管使用其他方法来评估学习者的熟练程度，包括非正式知识评估、口头陈述推断、临床文献回顾、患者自身反馈、程序演练以及来自医疗保健或培训团队的二手信息。

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引用次数: 0

Faculty development committee: Evolution through engagement and empowerment 教师发展委员会：通过参与和授权进行进化

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-04-29 DOI: 10.1002/aet2.70017

Alexa Sabedra MD, Caroline Freiermuth MD, MS, FACEP, Sally Santen MD, PhD, Elizabeth Leenellett MD, FACEP

Introduction

Burnout and faculty disengagement are critical challenges in academic emergency medicine (EM), with burnout rates as high as 70% among emergency physicians. These issues, worsened by the COVID-19 pandemic and workforce shifts, lead to decreased professional satisfaction and increased attrition. Addressing these concerns is vital to fostering a supportive, equitable, and growth-oriented environment for faculty.

Objective

The faculty development committee (FDC) was established to empower faculty to address professional development, inclusivity, transparency, and wellness through innovative and collaborative initiatives.

Methods

Faculty needs were identified based on data from a biannual department culture survey. Findings revealed key areas for improvement, including career advancement, wellness, and equity, among others. A faculty-driven approach was used to design and implement initiatives, including a mentorship program, educational curriculum, equity assessments, and flexible scheduling policies. The biannual survey and informal feedback solicitation were used to evaluate outcomes and refine interventions.

Results

The mandatory mentorship program accelerated promotions, including the historic advancement of female faculty to full professor roles. The faculty education curriculum enhanced breadth of knowledge and clinical skills, leading to increased satisfaction with educational opportunities (45% in 2022 vs. 35% in 2020). Transparent policies on leadership roles and salary equity improved inclusivity and fairness. Flexible scheduling accommodations, including age and pregnancy/lactation status–based shift exemptions, expanded vacation and holiday options, and extended parental leave, improve work–life balance and faculty engagement. Surveys demonstrated improvements in departmental culture and satisfaction.

Conclusion

The FDC effectively addressed wellness, equity, and professional growth in an academic EM group by implementing faculty-centered and faculty-driven solutions. The committee's work has fostered a supportive, inclusive, and development-focused environment, serving as a model for addressing similar challenges in academic institutions.

职业倦怠和教师脱离是学术急诊医学（EM）面临的关键挑战，急诊医生的职业倦怠率高达70%。这些问题因COVID-19大流行和劳动力转移而恶化，导致职业满意度下降和人员流失增加。解决这些问题对于为教师营造一个支持性、公平和以成长为导向的环境至关重要。教员发展委员会（FDC）的成立是为了授权教员通过创新和合作举措来解决专业发展、包容性、透明度和健康问题。方法根据一年两次的院系文化调查的数据确定教员需求。调查结果揭示了需要改进的关键领域，包括职业发展、健康和公平等。教师驱动的方法被用来设计和实施倡议，包括指导计划、教育课程、公平评估和灵活的调度政策。一年两次的调查和非正式的反馈征求被用来评估结果和改进干预措施。结果：强制性师徒计划加速了晋升，包括女教师历史性地晋升为正教授。教师教育课程提高了知识广度和临床技能，从而提高了对教育机会的满意度（2022年为45%，2020年为35%）。透明的领导角色和薪酬公平政策提高了包容性和公平性。灵活的安排住宿，包括基于年龄和怀孕/哺乳状态的轮班豁免，扩大假期和假期选择，延长育儿假，改善工作与生活的平衡和教师的参与度。调查显示部门文化和满意度有所改善。FDC通过实施以教师为中心和教师驱动的解决方案，有效地解决了学术新兴市场群体的健康、公平和专业成长问题。该委员会的工作营造了一个支持性、包容性和以发展为重点的环境，成为学术机构应对类似挑战的典范。

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引用次数: 0

Words matter: Destigmatizing the language of medicine through research, training, and future directions for emergency medicine 词语很重要：通过研究、培训和急诊医学的未来方向，消除医学语言的污名化

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

AEM Education and Training

Pub Date : 2025-04-29 DOI: 10.1002/aet2.70022

Natalie Strokes DO, MPH, MS, Richard Sapp MD, MS, Meta Carroll MD, Elizabeth Maxwell Hovis MD, Mary McLean MD, Shannon Markus MD, MPH, Aaryn Hammond MD, Rosemarie Diaz MD, MPH, Ryan E. Tsuchida MD, Marcia Perry MD, Edgardo Ordonez MD, MPH

Background

In emergency medicine (EM), language choice significantly impacts patient care and can potentially cause harm, dehumanize patients, and introduce bias. Stigmatizing language in medical settings can affect patient dignity, trust, and outcomes. Despite its importance, there is limited education on avoiding stigmatizing language in EM. This concept paper addresses the need to raise awareness and develop strategies for use of inclusive language in the emergency department (ED).

Methods

A didactic session titled “Words Matter: Destigmatizing the Language of Medicine” was developed and presented at the 2024 Society for Academic Emergency Medicine (SAEM) Annual Meeting. The session involved a collaborative team of 12 individuals, including an EM resident, health equity fellow, and EM faculty. Content creation involved a comprehensive literature review and consensus-based decision making. The session featured current research related to stigmatizing language and interactive components, including case-based discussions and equity-focused alternative language choices.

Results

The didactic session, attended by approximately 70 participants, successfully highlighted the impact of stigmatizing language on health care disparities and patient trust. Interactive case studies allowed participants to identify and propose alternatives to stigmatizing language. The session provided actionable strategies for integrating inclusive language into practice and education. Postdidactic discussions emphasized the need for ongoing research and specific educational interventions to address stigmatizing language in EM.

Conclusions

Addressing stigmatizing language in EM is crucial for providing equitable and respectful patient care. The didactic session demonstrated effective methods for raising awareness and training health care professionals in using inclusive language. Future efforts should focus on developing standardized approaches for identifying and mitigating stigmatizing language, integrating these practices into training programs, and conducting longitudinal research to assess the impact on patient outcomes. Creating a culture of inclusive language in the ED will contribute to improved patient trust and care quality.

在急诊医学（EM）中，语言选择显著影响患者护理，并可能造成伤害，使患者失去人性，并引入偏见。医疗环境中的污名化语言会影响患者的尊严、信任和结果。尽管它很重要，但在急诊中避免污名化语言的教育有限。本概念文件解决了在急诊科（ED）中提高认识和制定使用包容性语言策略的必要性。方法在2024年急诊医学学术学会（SAEM）年会上进行了题为“词语很重要：医学语言的去污名化”的教学会议。会议涉及一个由12人组成的协作团队，包括一名EM住院医师、健康公平研究员和EM教员。内容创作包括全面的文献回顾和基于共识的决策。会议重点介绍了与污名化语言和互动组件相关的当前研究，包括基于案例的讨论和以公平为重点的替代语言选择。结果：大约70名参与者参加了这次教学会议，成功地强调了污名化语言对医疗保健差异和患者信任的影响。互动案例研究允许参与者识别并提出替代污名化语言的方法。会议提供了将包容性语言纳入实践和教育的可行战略。教学后的讨论强调需要持续的研究和具体的教育干预来解决EM中的污名化语言。结论解决EM中的污名化语言对于提供公平和尊重的患者护理至关重要。教学会议展示了提高认识和培训保健专业人员使用包容性语言的有效方法。未来的努力应该集中在开发标准化的方法来识别和减轻污名化语言，将这些实践纳入培训计划，并进行纵向研究以评估对患者结果的影响。在急诊科创造一种包容的语言文化将有助于提高病人的信任和护理质量。

{"title":"Words matter: Destigmatizing the language of medicine through research, training, and future directions for emergency medicine","authors":"Natalie Strokes DO, MPH, MS, Richard Sapp MD, MS, Meta Carroll MD, Elizabeth Maxwell Hovis MD, Mary McLean MD, Shannon Markus MD, MPH, Aaryn Hammond MD, Rosemarie Diaz MD, MPH, Ryan E. Tsuchida MD, Marcia Perry MD, Edgardo Ordonez MD, MPH","doi":"10.1002/aet2.70022","DOIUrl":"https://doi.org/10.1002/aet2.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In emergency medicine (EM), language choice significantly impacts patient care and can potentially cause harm, dehumanize patients, and introduce bias. Stigmatizing language in medical settings can affect patient dignity, trust, and outcomes. Despite its importance, there is limited education on avoiding stigmatizing language in EM. This concept paper addresses the need to raise awareness and develop strategies for use of inclusive language in the emergency department (ED).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A didactic session titled “Words Matter: Destigmatizing the Language of Medicine” was developed and presented at the 2024 Society for Academic Emergency Medicine (SAEM) Annual Meeting. The session involved a collaborative team of 12 individuals, including an EM resident, health equity fellow, and EM faculty. Content creation involved a comprehensive literature review and consensus-based decision making. The session featured current research related to stigmatizing language and interactive components, including case-based discussions and equity-focused alternative language choices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The didactic session, attended by approximately 70 participants, successfully highlighted the impact of stigmatizing language on health care disparities and patient trust. Interactive case studies allowed participants to identify and propose alternatives to stigmatizing language. The session provided actionable strategies for integrating inclusive language into practice and education. Postdidactic discussions emphasized the need for ongoing research and specific educational interventions to address stigmatizing language in EM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Addressing stigmatizing language in EM is crucial for providing equitable and respectful patient care. The didactic session demonstrated effective methods for raising awareness and training health care professionals in using inclusive language. Future efforts should focus on developing standardized approaches for identifying and mitigating stigmatizing language, integrating these practices into training programs, and conducting longitudinal research to assess the impact on patient outcomes. Creating a culture of inclusive language in the ED will contribute to improved patient trust and care quality.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 S1","pages":"S101-S107"},"PeriodicalIF":1.7,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884042","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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