, (3) be
and (4) be, in addition,
The varied resident scholarly activities, whether presented in one large project encompassing all four domains, or in multiple smaller projects totaling the same, are accomplished. For the purpose of evaluating resident achievement in accordance with established standards, a rubric is presented to assist residency programs.
Considering the current research and widely accepted views, we present a framework and rubric to track resident scholarly projects, with the objective of raising the profile and advancing emergency medicine scholarship. Studies of this framework should determine its most productive usage and specify the most fundamental learning targets for emergency medicine resident scholarships.
In order to advance emergency medicine scholarship, we offer a framework and rubric, guided by current literature and consensus, to monitor resident scholarly project achievements. Further research is warranted to explore the ideal implementation of this framework and establish the minimum attainable academic goals for EM residency scholarships.
Debriefing sessions are critical in simulation training, and continuous debriefing education is vital for the continuing success of the program. Despite the importance of formal debriefing training, many educators are hindered by financial and logistical barriers. Limited educator development prospects often necessitate simulation program heads to leverage instructors with insufficient debriefing experience, thereby hindering the impact of simulation-based instruction. The Simulation Academy Debriefing Workgroup, recognizing the need to address these concerns, created the Workshop in Simulation Debriefing for Educators in Medicine (WiSDEM). This freely available, concise, and readily implementable debriefing curriculum is designed for novice medical educators who lack prior debriefing experience. This paper describes the curriculum development, initial implementation phase, and evaluation of the WiSDEM program.
Through expert consensus, the Debriefing Workgroup progressively refined the WiSDEM curriculum. The introductory level of content expertise was the target. Nucleic Acid Analysis The curriculum's educational influence was measured through a survey of participants' opinions on the curriculum, alongside their levels of confidence and self-assuredness in their comprehension of the subject matter. Besides this, the WiSDEM curriculum's conductors were surveyed regarding its content, value, and potential for future applications.
The SAEM 2022 Annual Meeting featured a didactic presentation, demonstrating the WiSDEM curriculum. In the group of 44 survey participants, 39 participants completed the survey, and all four facilitators completed their facilitator survey forms. CPI-0610 Participants and facilitators gave their approval of the curriculum's content. Participants also acknowledged that the WiSDEM curriculum fostered increased self-assurance and self-efficacy in subsequent debriefing experiences. The polled facilitators unanimously agreed to suggest the curriculum to others.
Novice educators, who lacked formal debriefing training, experienced a positive outcome with the WiSDEM curriculum's introduction of basic debriefing principles. Facilitators judged that the instructional resources would be helpful in conducting debriefing training programs at other institutions. Debriefing training materials, like the WiSDEM curriculum, readily deployable and consensus-based, can effectively tackle common hurdles to educators' basic debriefing skills.
Basic debriefing principles were effectively introduced to novice educators through the WiSDEM curriculum, even without prior formal debriefing training. Facilitators were of the opinion that the educational resources would be advantageous for the provision of debriefing training at different institutions. Consensus-driven, readily deployable debriefing training materials, exemplified by the WiSDEM curriculum, help educators overcome the common obstacles to developing basic debriefing proficiency.
Medical education's social underpinnings hold significant sway over the recruitment, retention, and development of a diverse future physician workforce. To identify the social elements affecting medical students' preparedness for the workforce and their achievement of graduation, we can leverage the well-established framework used to characterize social determinants of health. Simultaneously with initiatives focusing on recruitment and retention, a rigorous process of learning environment assessment and evaluation should be undertaken. The creation of a learning environment where everyone can flourish is fundamentally dependent upon developing a climate where individuals can express their full selves in the activities of learning, studying, working, and caring for patients. To diversify the workforce effectively, strategic plans must be meticulously crafted and implemented, focusing on addressing social factors that may impede certain learners.
Optimizing physician training and evaluation in emergency medicine necessitates a concerted effort to address racial bias, cultivate patient advocacy skills, and cultivate a diverse physician pool. In May 2022, the Society of Academic Emergency Medicine (SAEM) conducted a consensus conference at its annual meeting. The purpose of this conference was to develop a prioritized research agenda regarding racism in emergency medicine, including a subgroup dedicated to educational interventions.
Through meticulous analysis of current literature, the education workgroup for emergency medicine identified critical knowledge gaps in addressing racism within the field, and collaboratively crafted a research agenda. The nominal group technique, combined with a modified Delphi method, provided us with priority questions for our research project. A pre-conference survey was sent to all registered conference participants to collect data on the most important areas of research. In the consensus conference, group leaders gave a background and overview, explaining the reasoning underpinning the list of preliminary research questions. To improve and further develop the research questions, attendees participated in discussions.
The education workgroup, in its initial selection process, pinpointed nineteen research areas. plasma biomarkers The education workgroup's consensus-building efforts resulted in the selection of ten questions for the upcoming pre-conference survey. The pre-conference survey yielded no consensus on any question. A consensus was reached at the conference after robust discussion and voting by workgroup members and attendees; consequently, six questions were prioritized for research.
We believe that the crucial element of recognizing and confronting racism within emergency medical training is paramount. Training programs suffer from detrimental effects due to inadequate curriculum design, assessment methods, bias training, allyship initiatives, and the overall learning environment. These research gaps merit immediate attention due to their capacity to negatively influence recruitment, the provision of a secure learning environment, the delivery of quality patient care, and the ultimate results for patients.
We are of the belief that it is vital to both identify and resolve racism in emergency medicine education. The quality of training programs is severely compromised by the presence of critical gaps in curriculum design, assessment practices, bias training initiatives, allyship efforts, and the learning atmosphere. Research prioritization is crucial for these gaps, as they negatively impact recruitment, safe learning environments, patient care, and patient outcomes.
Individuals with disabilities experience obstacles in all aspects of healthcare, from the interactions with providers in clinical settings (highlighting attitudinal and communication hurdles) to the challenges of navigating complex health care systems (including organizational and environmental impediments), ultimately leading to significant health disparities. The confluence of institutional policy, cultural norms, and physical layout can unknowingly nurture ableism, which, in turn, sustains obstacles to healthcare access and health disparities affecting the disability community. Here, we detail evidence-based accommodations for patients with hearing, vision, and intellectual disabilities at both the provider and institutional levels. Universal design implementations (like accessible exam rooms and emergency alerts), improved electronic medical record accessibility, and institutional policies that acknowledge and reduce discrimination are key strategies to overcome institutional barriers. Care for patients with disabilities and implicit bias training, specific to the particular demographics of the patient population, can be instrumental in addressing provider-level obstacles. Such initiatives are vital for providing equitable access to quality care, benefiting these patients.
Although a diverse physician workforce possesses considerable advantages, the process of achieving this diversity continues to present a significant challenge. Professional organizations in emergency medicine (EM) have recognized the imperative of broadening diversity and inclusion strategies. An interactive discussion at the SAEM annual gathering explored recruitment strategies to draw underrepresented in medicine (URiM) and sexual and gender minority (SGM) students into emergency medicine (EM).
During the session, the authors articulated a summary of the present diversity landscape in the field of emergency medicine. Through facilitated discussions within the smaller groups, the challenges faced by programs in recruiting URiM and SGM students were illuminated. Three stages of the recruitment procedure – pre-interview, interview day, and post-interview – highlighted these difficulties.
Various programs' difficulties in recruiting a diverse group of trainees were explored through a facilitated small-group session we hosted. Common impediments during pre-interview and interview stages included messaging and visibility problems, as well as budgetary constraints and support deficiencies.