scholarly journals Changes to the ACGME Common Program Requirements and Their Potential Impact on Emergency Medicine Core Faculty Protected Time

2020 ◽  
Vol 4 (3) ◽  
pp. 244-253 ◽  
Author(s):  
Sarah M. Greenberger ◽  
John T. Finnell ◽  
Bernard P. Chang ◽  
Nidhi Garg ◽  
Shawn M. Quinn ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Protected Time ◽  
Core Faculty ◽  
Potential Impact

scholarly journals How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

2019 ◽  
Vol 21 (1) ◽  
pp. 160-162
Author(s):  
Randy Sorge ◽  
Simiao Li-Sauerwine ◽  
Jorge Fernandez ◽  
Gene Hern
Keyword(s):  
Emergency Medicine ◽  
National Survey ◽  
Response Rate ◽  
Program Directors ◽  
Electronic Media ◽  
Survey Tool ◽  
Core Faculty ◽  
Poor Understanding ◽  
Competency Based ◽  
Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

scholarly journals LO42: Ice Cream Rounds: the adaptation and implementation of a peer-support wellness rounds in an emergency medicine residency training program

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S42
Author(s):  
S.M. Calder-Sprackman ◽  
T. Kumar ◽  
K. Sampsel ◽  
C. Gerin-Lajoie
Keyword(s):  
Emergency Medicine ◽  
Training Program ◽  
Peer Support ◽  
Ethical Issues ◽  
Ice Cream ◽  
Residency Training Program ◽  
Wellness Program ◽  
Difficult Patient ◽  
Protected Time ◽  
Poor Patient

Introduction/Innovation Concept: Emergency Medicine (EM) is a specialty that requires physicians to deal with acutely ill patients in a fast-paced environment, which can create stress, mental exhaustion and burnout. Continually changing working teams in the Emergency Department does not always allow appropriate debriefing for difficult patient encounters and outcomes on shift. To address these challenges, we sought to adapt and implement a peer-support rounds called ‘Ice Cream Rounds’ used in some Pediatric training programs for an EM training program. Methods: CCFP and Royal College EM residents were surveyed to determine interest and need for Ice Cream Rounds. Of the 31/50 respondents, 87% (26/31) identified their co-residents as their main source of support after difficult patient encounters and 71% (22/31) felt that current opportunities to debrief after difficult experiences were only “sometimes” or “rarely” adequate. Overall, 84% (26/31) were interested in attending Ice Cream Rounds. Residents expressed that they did not want staff present for Ice Cream Rounds so two residents (SCS and TK) obtained training to lead peer-support sessions from The Faculty of Medicine Wellness Program. Attendance at rounds was voluntary and the EM program provided funding for refreshments. Two Ice Cream Rounds were piloted. Attendance and feedback was recorded from pilot sessions. Curriculum, Tool, or Material: Resident-only, peer-run confidential debriefing sessions. Sessions were voluntary and lasted one hour. Approximately 20-30/50 residents attended each Ice Cream Rounds. Discussions were confidential but include topics such as difficult patient encounters, poor patient outcomes, challenges in residency, and ethical issues. In response to positive attendance and feedback, the EM program provided 3-4 one-hour protected time slots with a stipend for refreshments for future academic years. Comments from residents consistently reaffirmed that Ice Cream Rounds was a helpful forum to discuss important issues with colleagues and provided a safe and confidential resource to help cope with residency challenges. Conclusion: We adapted, implemented, and evaluated a novel Peer-Support Wellness Rounds for debriefing resident issues and difficult patient encounters in a EM training program. To our knowledge this is the first Canadian initiative to implement such rounds in an EM training program. We believe that this template can be easily adopted by any EM training program and will effectively address wellness challenges faced by residents during their training.

scholarly journals LO27: Relevance of Choosing Wisely Canada non-emergency medicine specialty lists to emergency medicine practice

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S16-S17
Author(s):  
S. Upadhye ◽  
C. Davies-Schinkel ◽  
S. Pilakka
Keyword(s):  
Emergency Medicine ◽  
Quality Improvement ◽  
Patient Care ◽  
Resource Use ◽  
Emergency Departments ◽  
Rating Scale ◽  
Likert Scale ◽  
Choosing Wisely ◽  
Low Back ◽  
Potential Impact

Introduction: The Choosing Wisely Canada (CWC) initiative is dedicated towards optimizing patient care and reduce unnecessary resource use. Different specialty organizations create recommendations lists towards these outcomes. The goal of this study was to examine the applicability of non-Emergency Medicine (EM) recommendations towards EM practice. Methods: The entire master recommendations listings spreadsheet was downloaded from the CWC website (March 2019; n = 333). The EM-specific items from the CAEP checklist were deliberately excluded (n = 10). Items were rated by Niagara community EM physicians (n = 7) using the previously validated Best Evidence in Emergency Medicine (BEEM) rating scale (7 point Likert scale) to determine potential impact on EM practice. Items rated “6 or 7/7” were determine as “high relevance.” Redundant items were consolidated. Results: From the retrieved CWC master list, a total of 102 “highly relevant” recommendations were identified (41 items scored 6/7 [12%], 61 scored 7/7 [18%]; total 31%). Redundant items consolidated included antimicrobial avoidance (n = 18), opioid avoidance for pain (n = 11), reduction of unnecessary imaging (n = 11), and avoidance of routine low back imaging (n = 7). Conclusion: There are a large number of non-EM specialty recommendations highly relevant to EM practice in the CWC database (31%). Quality improvement initiatives looking to operational CWC recommendations in Canadian Emergency Departments should be aware of these as a part of optimizing patient care.

scholarly journals CAEP 2016 Academic Symposium: How to have an impact as an emergency medicine educator and scholar

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S16-S21 ◽  
Author(s):  
Jason R. Frank ◽  
Warren J. Cheung ◽  
Jonathan Sherbino ◽  
Robert Primavesi ◽  
Robert A. Woods ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Career Pathways ◽  
High Impact ◽  
Early Career ◽  
Snowball Sampling ◽  
Educational Mission ◽  
Education Practice ◽  
Protected Time ◽  
Area Of Interest ◽  
Canadian Association

Abstract Background In a time of major medical education transformation, emergency medicine (EM) needs to nurture education scholars who will influence EM education practice. However, the essential ingredients to ensure a career with impact in EM education are not clear. Objective To describe how to prepare EM educators for a high-impact career. Methods The Canadian Association of Emergency Physicians (CAEP) Academic Section commissioned an “Education Impact” working group (IWG) to guide the creation of consensus recommendations from the EM community. EM educators from across Canada were initially recruited from the networks of the IWG members, and additional educators were recruited via snowball sampling. “High impact educators” were nominated by this network. The high impact educators were then interviewed using a structured question guide. These interviews were transcribed and coded for themes using qualitative methods. The process continued until no new themes were identified. Proposed themes and recommendations were presented to the EM community at the CAEP 2016 Academic Symposium. Feedback was then incorporated into a final set of recommendations. Results Fifty-five (71%) of 77 of identified Canadian EM educators participated, and 170 names of high impact educators were submitted and ranked by frequency. The IWG achieved sufficiency of themes after nine interviews. Five recommendations were made: 1) EM educators can pursue a high impact career by leveraging either traditional or innovative career pathways; 2) EM educators starting their education careers should have multiple senior mentors; 3) Early-career EM educators should immerse themselves in their area of interest and cultivate a community of practice, not limited to EM; 4) Every academic EM department and EM teaching site should have access to an EM educator with protected time and recognition for their EM education scholarship; and 5) Educators at all stages should continuously compile an impact portfolio. Conclusions We describe a unique set of recommendations to develop educators who will influence EM, derived from a consensus from the EM community. EM leaders, educators, and aspiring educational scholars should consider how to implement this guide towards enhancing our specialty’s educational mission.

How do emergency medicine residency core faculty obtain their ultrasound training for credentialing?

2015 ◽  
Vol 33 (12) ◽  
pp. 1832-1834 ◽  
Author(s):  
Dustin W. Anderson ◽  
Michael J. Vitto ◽  
David P. Evans
Keyword(s):  
Emergency Medicine ◽  
Core Faculty

scholarly journals Managed Care System for Central Virginia: Its Potential Impact on Academic Emergency Medicine

1995 ◽  
Vol 2 (10) ◽  
pp. 941-943 ◽  
Author(s):  
Martha Coupe Alben ◽  
Marianne W. Gerard ◽  
Richarn F. Edlich
Keyword(s):  
Emergency Medicine ◽  
Managed Care ◽  
Potential Impact ◽  
Care System

Global health and the Royal College of Emergency Medicine: a cross-sectional survey of members and fellows

2020 ◽  
Vol 38 (1) ◽  
pp. 14-20
Author(s):  
Emma Fernandez ◽  
Najeeb Rahman ◽  
James Hayton ◽  
Claire Crichton ◽  
Victoria DeWitt ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Global Health ◽  
Royal College ◽  
Emergency Care ◽  
Plan Recognition ◽  
Health Work ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Protected Time ◽  
The Uk

BackgroundThere is growing interest in global health participation among emergency care doctors in the UK. The aim of this paper was to describe the demographics of members and fellows of the Royal College of Emergency Medicine involved in global health, the work they are involved in, as well as the benefits and barriers of this work.MethodsWe conducted a survey to include members and fellows of the Royal College of Emergency Medicine describing the context of their global health work, funding arrangements for global health work and perceived barriers to, and benefits of, global health work.ResultsThe survey collected 1134 responses of which 439 (38.7%) were excluded. The analysis was performed with the remaining 695 (61.3%) responses. Global health involvement concentrated around South Asia and Africa. Work contexts were mainly direct clinical service (267, 38%), curriculum development (203, 29%) and teaching short courses (198, 28%). Activity was largely self-funded, both international (539, 78%) and from UK (516, 74%). Global health work was not reported to contribute to appraisal by many participants (294, 42.3%). Funding (443, 64%) and protected time (431, 62%) were reported as key barriers to global health productivity.DiscussionParticipants largely targeted specialty development and educational activities. Lack of training, funding and supported time were identified as barriers to development. Galvanising support for global health through regional networks and College support for attracting funding and job plan recognition will help UK-based emergency care clinicians contribute more productively to this field.

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