6 Years of Gender Equity in Emergency Medicine Chief Resident Selection

2021 ◽  
Author(s):  
K Farrell ◽  
LE Walker ◽  
N Battaglioli ◽  
HA Heaton ◽  
C Lohse ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Gender Equity ◽  
Chief Resident ◽  
Resident Selection

scholarly journals Priority strategies to improve gender equity in Canadian emergency medicine: proceedings from the CAEP 2021 Academic Symposium on leadership

CJEM ◽  
2022 ◽  
Author(s):  
Emma McIlveen-Brown ◽  
Judy Morris ◽  
Rodrick Lim ◽  
Kirsten Johnson ◽  
Alyson Byrne ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Gender Equity

scholarly journals Resident selection for emergency medicine specialty training in Canada: A survey of existing practice with recommendations for programs, applicants, and references

CJEM ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. 829-835
Author(s):  
Michael K. P. Hale ◽  
Jason R. Frank ◽  
Warren J. Cheung
Keyword(s):  
Emergency Medicine ◽  
Best Practices ◽  
Online Survey ◽  
Selection Process ◽  
Rank Order ◽  
Residency Programs ◽  
Selection Processes ◽  
High Level ◽  
Resident Selection ◽  
Current Selection

ABSTRACTObjectiveLittle is known about how the Royal College of Emergency Medicine (RCEM) residency programs are selecting their residents. This creates uncertainty regarding alignment between current selection processes and known best practices. We seek to describe the current selection processes of Canadian RCEM programs.MethodsAn online survey was distributed to all RCEM program directors and assistant directors. The survey instrument included 22 questions and sought both qualitative and quantitative data from the following six domains: application file, letters of reference, elective selection, interview, rank order, and selection process evaluation.ResultsWe received responses from 13 of 14 programs for an aggregate response rate of 92.9%. A candidate's letters of reference were identified as the most important criterion from the paper application (38.5%). Having a high level of familiarity with the applicant was the most important characteristic of a reference letter author (46.2%). In determining rank order, 53.8% of programs weighed the interview more heavily than the paper application. Once final candidate scores are established following the interview stage, all program respondents indicated that further adjustment is made to the final rank order list. Only 1 of 13 program respondents reported ever having completed a formal evaluation of their selection process.ConclusionWe have identified elements of the selection process that will inform recommendations for programs, students, and referees. We encourage programs to conduct regular reviews of their selection process going forward to be in alignment with best practices.

Gender equity in emergency medicine: Five years on, where are we headed?

2021 ◽  
Author(s):  
Laksmi Sakura Govindasamy ◽  
Milé Terziovski ◽  
Melissa Wheeler ◽  
Andrew Rixon ◽  
Samuel Wilson
Keyword(s):  
Emergency Medicine ◽  
Gender Equity

scholarly journals An environmental scan of wellness initiatives and programs at Canadian academic emergency medicine programs: How far have we come?

CJEM ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. 857-863
Author(s):  
Rodrick Lim ◽  
Brittany Cameron ◽  
Sara Gray ◽  
Louise Rang ◽  
Kristine Van Aarsen
Keyword(s):  
Emergency Medicine ◽  
Gender Equity ◽  
Wellness Programs ◽  
Lead Author ◽  
Environmental Scan ◽  
Fiscal Transparency ◽  
Canadian Association ◽  
Critical Issues ◽  
The University ◽  
Future Work

ABSTRACTObjectivesWe sought to conduct a major objective of the Canadian Association of Emergency Physicians (CAEP) Wellness Committee, an environmental scan of the academic emergency medicine programs across the 17 Canadian medical schools.MethodsAn 89-question questionnaire was distributed to academic heads or wellness leads. The responses were verified by the lead author to ensure that the questions were answered completely and consistently.ResultsWhile formal wellness programs may exist in varying degrees across the 17 universities, most were found to exist only at local, divisional, or departmental levels. A broad variability of established leadership positions exists. Shift practices varied greatly. In day to day practice, availability for food and debriefing were high and childcare, sleep rooms, and follow-up following critical incidents were low. Sabbaticals existed in the majority of centers. Roughly 50% of departments have gender equity program and annual retreats. Centers report programs for the initiation of leaves (82%), onboarding (64%), and reorientation (94%). Support of health benefits (76%) and pensions (76%) depended on type of appointment and relationship to the university. Fiscal transparency was reported in 53% of programs.ConclusionWellness and burnout are critical issues for emergency medicine in Canada. This comprehensive review of wellness programs identifies areas of strength, but also allows identification of areas of improvement for future work. Individual centers can identify common options when developing or expanding their wellness programs.

scholarly journals Are USMLE Scores Valid Measures for Chief Resident Selection?

2020 ◽  
Vol 12 (4) ◽  
pp. 441-446
Author(s):  
Elaine R. Cohen ◽  
Joshua L. Goldstein ◽  
Clara J. Schroedl ◽  
Nancy Parlapiano ◽  
William C. McGaghie ◽  
...  
Keyword(s):  
Medical Center ◽  
Academic Medical Center ◽  
Chief Resident ◽  
Academic Medical ◽  
The Us ◽  
Residency Selection ◽  
P 16 ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Resident Selection

ABSTRACT Background The US Medical Licensing Examination (USMLE) Step 1 and Step 2 scores are often used to inform a variety of secondary medical career decisions, such as residency selection, despite the lack of validity evidence supporting their use in these contexts. Objective We compared USMLE scores between non–chief residents (non-CRs) and chief residents (CRs), selected based on performance during training, at a US academic medical center that sponsors a variety of graduate medical education programs. Methods This was a retrospective cohort study of residents' USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores from 2015 to 2020. The authors used archived data to compare USMLE Step 1 and Step 2 CK scores between non-CR residents in each of the eligible programs and their CRs during the 6-year study period. Results Thirteen programs enrolled a total of 1334 non-CRs and 211 CRs over the study period. There were no significant differences overall between non-CRs and CRs average USMLE Step 1 (239.81 ± 14.35 versus 240.86 ± 14.31; P = .32) or Step 2 scores (251.06 ± 13.80 versus 252.51 ± 14.21; P = .16). Conclusions There was no link between USMLE Step 1 and Step 2 CK scores and CR selection across multiple clinical specialties over a 6-year period. Reliance on USMLE Step 1 and 2 scores to predict success in residency as measured by CR selection is not recommended.

P166: The chief resident incubator - a virtual community of practice

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S116-S116
Author(s):  
F. Zaver ◽  
M. Gisondi ◽  
A. Chou ◽  
M. Sheehy ◽  
M. Lin
Keyword(s):  
Professional Development ◽  
Emergency Medicine ◽  
Medical Education ◽  
Community Of Practice ◽  
Digital Health ◽  
Chief Resident ◽  
Virtual Community ◽  
Health Professions ◽  
Grand Round ◽  
Virtual Community Of Practice

Introduction: The Emergency Medicine Chief Resident Incubator is a year-long curriculum for chief residents that aims to provide participants with a virtual community of practice, formal administrative training, mentorship, and opportunities for scholarship. Methods: The Chief Resident Incubator was designed by Academic Life in Emergency Medicine (ALiEM; www.aliem.com) a digital health professions education organization in 2015, following a needs assessment in emergency medicine. A 12-month curriculum was created using constructivist social learning theory, with specific learning objectives that reflected 11 key administrative or professional development domains deemed important to chief residents. The topics covered included interviewing skills, contract negotiations, leadership, coaching, branding, conflict resolution, and ended with a focus on wellness and career longevity. A Core Leadership Team and Virtual Mentors were recruited to lead each annual iteration of the curriculum. The Incubator was implemented as a virtual community of practice using Slack©, a messaging and digital communication platform. Ancillary technology such as Google Hangout on Air© and Mailchimp© were used to facilitate learner engagement with the curriculum. Three in person networking events were hosted at three large emergency medicine and education conferences with special medical education guests. Outcomes include chief resident participation rates, Slack© activity, Google Hangout© web analytics, newsletter email engagement, and scholarship. We also incorporated a hidden curriculum throughout the year with multiple online publications, competitions for guest grand round presentations, and incorporation of digital technologies in medical education. Results: A total of 584 chief residents have participated over the first 3 years of the Chief Resident Incubator; this includes chief residents from over 212 residency programs across North America. Over 27,000 messages have been shared on Slack© (median 214 per week). A total of 32 Google Hangouts© have occurred over the course of the inaugural Incubator including faculty mentorship from Dr. Rob Rogers, Dr. Dara Kass and Dr. Amal Mattu. A monthly newsletter was distributed to the participants with an opening rate of 59%. Scholarship included 26 published academic blog posts, 2 open access In-Training exam prepbooks, a senior level online curriculum with 9 published modules and 3 book club reviews. Conclusion: The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for chief residents. This Incubator framework may be used to design similar professional development curricula across various health professions using an online digital platform.

scholarly journals A transparent and defensible process for applicant selection within a Canadian emergency medicine residency program

CJEM ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Quinten S. Paterson ◽  
Riley Hartmann ◽  
Rob Woods ◽  
Lynsey J. Martin ◽  
Brent Thoma
Keyword(s):  
Emergency Medicine ◽  
Selection Process ◽  
Heat Maps ◽  
Medical Graduates ◽  
Social Events ◽  
Process Outcomes ◽  
Rank List ◽  
Z Scores ◽  
The Difference ◽  
Resident Selection

ABSTRACTObjectivesThe Canadian Resident Matching Service (CaRMS) selection process has come under scrutiny due to the increasing number of unmatched medical graduates. In response, we outline our residency program's selection process including how we have incorporated best practices and novel techniques.MethodsWe selected file reviewers and interviewers to mitigate gender bias and increase diversity. Four residents and two attending physicians rated each file using a standardized, cloud-based file review template to allow simultaneous rating. We interviewed applicants using four standardized stations with two or three interviewers per station. We used heat maps to review rating discrepancies and eliminated rating variance using Z-scores. The number of person-hours that we required to conduct our selection process was quantified and the process outcomes were described statistically and graphically.ResultsWe received between 75 and 90 CaRMS applications during each application cycle between 2017 and 2019. Our overall process required 320 person-hours annually, excluding attendance at the social events and administrative assistant duties. Our preliminary interview and rank lists were developed using weighted Z-scores and modified through an organized discussion informed by heat mapped data. The difference between the Z-scores of applicants surrounding the interview invitation threshold was 0.18-0.3 standard deviations. Interview performance significantly impacted the final rank list.ConclusionsWe describe a rigorous resident selection process for our emergency medicine training program which incorporated simultaneous cloud-based rating, Z-scores, and heat maps. This standardized approach could inform other programs looking to adopt a rigorous selection process while providing applicants guidance and reassurance of a fair assessment.

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