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 Ice cream rounds: The adaptation, implementation, and evaluation of a peer-support wellness rounds in an emergency medicine resident training program

CJEM ◽  
2018 ◽  
Vol 20 (5) ◽  
pp. 777-780 ◽  
Author(s):  
Samantha Calder-Sprackman ◽  
Thara Kumar ◽  
Caroline Gerin-Lajoie ◽  
Megan Kilvert ◽  
Kari Sampsel
Keyword(s):  
Emergency Medicine ◽  
Training Program ◽  
Peer Support ◽  
Ethical Issues ◽  
Dynamic Environment ◽  
Ice Cream ◽  
Resident Training ◽  
Wellness Program ◽  
Difficult Patient ◽  
Emergency Medicine Resident

AbstractIntroduction/Innovation ConceptEmergency medicine (EM) requires physicians to deal with acutely ill patients in a fast-paced and dynamic environment, which creates a barrier to debriefing after critical events. These unique challenges can negatively impact wellness. We sought to adapt and implement a peer-support wellness program called ‘Ice Cream Rounds’ in an EM residency setting.MethodsA needs assessment survey was conducted among EM residents at The University of Ottawa to gauge interest and obtain resident input regarding program design. The structure of the sessions was adapted from similar initiatives in Canadian Pediatric Residency programs.Curriculum, Tool or MaterialConfidential peer-support sessions were created and piloted. Residents preferred peer facilitators, rather than staff, so two residents obtained training the Faculty of Medicine’s Wellness Program to lead sessions. Attendance at rounds was voluntary; however, overall attendance was recorded along with feedback from pilot sessions. Discussion topics included difficult patient encounters, poor patient outcomes, challenges in residency, and ethical issues. Post implementation feedback demonstrated that Ice Cream Rounds was a helpful forum for residents to discuss important issues with colleagues.ConclusionsThis is the first Canadian EM training program to adapt, implement, and evaluate peer-support wellness rounds for debriefing, and this initiative can be easily adopted by any EM training program.

scholarly journals P087: Pilot project: Implementation of a peer support network for geographically distributed learners in the NOSM family medicine/emergency medicine residency program

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S95
Author(s):  
T. Lyon ◽  
R. Ohle
Keyword(s):  
Emergency Medicine ◽  
Family Medicine ◽  
Peer Support ◽  
Residency Program ◽  
Medical Training ◽  
Pilot Project ◽  
Support Network ◽  
Difficult Patient ◽  
Formal Services ◽  
The Face

Innovation Concept: Residents bear an enormous burden of responsibility for patient care which can lead to stress and mental exhaustion, especially in the face-paced and acute environment of emergency medicine (EM). In addition to numerous demands faced by EM residents, being a member of a geographically distributive residency program presents many unique challenges from a support and wellness perspective. To address these issues we sought to implement a video conferenced peer support network in hopes to foster wellness in the NOSM Family Medicine/EM program, where learners are commonly separated for training. Methods: Participants completed a pre-pilot questionnaire that strongly showed interest for this type of novel network. Furthermore residents conveyed that they are reluctant to access formal services and commonly rely on co-residents for support. This pilot program intends to decrease barriers that geography and stigma create that negatively hinder seeking support throughout medical training. Keeping the network small, consisting of only co-residents maintains a collegial and confidential environment that enables colleagues to provide relevant help to one another. Offering this outlet allows the opportunity to debrief and share unique experiences, which can lead to improved knowledge and wellbeing. Curriculum, Tool or Material: Informal, co-resident run and easy to access sessions are held twice monthly and average one hour in length. Discussion topics commonly include residency issues, difficult patient encounters and challenging situations. These sessions are conducted via video conferencing making them easily accessible from a distance and also from a comfortable and convenient environment of the participants choosing. Residents have commented that this is a helpful platform to discuss important issues while providing and safe and confidential resource to help cope with residency challenges. Conclusion: Further data analysis is underway as we are in the initial stages of implementing the program. In the final stages (April 2018) a pending post-pilot questionnaire will be interpreted to explore barriers, limitations and to determine the role of the network going forward. If found to be effective it is something that can be implemented and adapted for future residents. Other programs can use this feasible model to increase wellness and foster the same supportive environment among residents, especially those separated geographically from peers who may benefit most.

scholarly journals Emergency Medicine in Malaysia

2005 ◽  
Vol 12 (4) ◽  
pp. 246-251 ◽  
Author(s):  
NHNA Rahman ◽  
CJ Holliman
Keyword(s):  
Health Care ◽  
Emergency Medicine ◽  
Training Program ◽  
Emergency Services ◽  
Postgraduate Training ◽  
Health Care Systems ◽  
Prehospital Care ◽  
Residency Training Program ◽  
Care Systems ◽  
Medical Health Care

The concept of emergency medical health care systems in Malaysia has existed since the 1950s. As in other countries in Asia, their functions and important contributions to the overall healthcare system have been much underestimated compared to other specialties. Historically, the concept of prehospital care management was almost non-existent and the casualty (accident & emergency department) was considered as a dumping place for under-performed medical officers. Postgraduate training in Emergency Medicine in Malaysia is still at its infancy and a lot more effort is required to improve the training program. The establishment of a structured residency training program and certified emergency physicians have revolutionized the emergency services that were neglected for so many years. Many challenges have been encountered since the start of the first program but each of the problems was tackled with great enthusiasm. It is hoped that in time Emergency Medicine and emergency health care in the country would be placed equal or even higher than any other specialty.

scholarly journals Emergency medicine training in Canada: a survey of medical students' knowledge, attitudes, and preferences

CJEM ◽  
2011 ◽  
Vol 13 (04) ◽  
pp. 251-258 ◽  
Author(s):  
Morgan Hillier ◽  
Shelley McLeod ◽  
Danny Mendelsohn ◽  
Bradley Moffat ◽  
Audra Smallfield ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Family Medicine ◽  
Training Program ◽  
Residency Training ◽  
Residency Training Program ◽  
Factors Affecting ◽  
Factors Influencing ◽  
The University ◽  
And Control

ABSTRACTObjectives:The objective of this study was to assess medical students' knowledge of and attitudes toward the two Canadian emergency medicine (EM) residency programs (Fellow of the Royal College of Physicians of Canada [FRCPC] and Certificant of the College of Family Physicians-Emergency Medicine [CCFP-EM]). Additionally, medical students interested in EM were asked to select factors affecting their preferred choice of residency training program and their intended future practice.Methods:Medical students enrolled at The University of Western Ontario for the 2008–2009 academic year were invited to complete an online 47-item questionnaire pertaining to their knowledge, opinions, and attitudes toward EM residency training.Results:Of the 563 students invited to participate, 406 (72.1%) completed the survey. Of the respondents, 178 (43.8%) expressed an interest in applying to an EM residency training program, with 85 (47.8%) most interested in applying to the CCFP-EM program.The majority of respondents (54.1%) interested in EM believed that there should be two streams to EM certification, whereas 18.0% disagreed. Family life and control over work schedule appeared to be common priorities seen as benefits of any career in EM. Other high-ranking factors influencing career choice differed between the groups interested in CCFP-EM and FRCPC. The majority of students interested in the CCFP-EM residency program (78%) reported that they intend to blend their EM with their family medicine practice. Only 2% of students planned to practice only EM with no family medicine.Conclusions:This is the first survey of Canadian medical students to describe disparities in factors influencing choice of EM residency stream, perceptions of postgraduate work life, and anticipated practice environment.

scholarly journals P063: Perceptions and reflections of Ethiopian emergency medicine graduates regarding the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Curriculum: a qualitative evaluation study

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S99
Author(s):  
C. Hunchak ◽  
E. Fremes ◽  
S. Kebede ◽  
N. Meshkat
Keyword(s):  
Emergency Medicine ◽  
Training Program ◽  
Residency Training ◽  
Clinical Epidemiology ◽  
Positive Impact ◽  
Addis Ababa ◽  
Qualitative Evaluation ◽  
Residency Training Program ◽  
Structured Interview ◽  
Program Improvement

Introduction: The first-ever EM postgraduate training program in Ethiopia was launched at Addis Ababa University in 2010. EM faculty from the University of Toronto were invited to design and implement an EM rotation-based curriculum with tri-annual teaching trips to support the overall AAU EM program. To date, three cohorts of EM specialists (n=15) have graduated from the three-year program. After six years of implementation, we undertook a qualitative evaluation of the TAAAC-EM curriculum. Methods: Data collection took place in 2016 in Ethiopia via in-person graduate interviews (n=12). Participants were interviewed by a trained research assistant who used a semi-structured interview guide. Standard interview, transcription and analysis protocols were utilized. Qualitative software (QSR-NVIVO 9) was used for thematic grouping and analysis. Results: Graduates of AAU’s EM residency training program reported very positive experiences with the TAAAC-EM curriculum overall. All graduates acknowledged the positive impact of TAAAC-EM’s emphasis on bedside teaching, a unique component of the TAAAC-EM model compared to traditional teaching methods at AAU. Graduates felt that TAAAC-EM teachers were effective in creating a novel culture of EM at AAU and in role-modeling ethical, evidence-based EM practice. When asked about specific areas for program improvement, the following themes emerged: 1) a desire to shift delivery of the didactic clinical epidemiology curriculum to the senior residency years (PGY2-3) to coincide with completion of a required residency research project; 2) a desire for increased simulation and procedural teaching sessions and 3) the need for more nuanced context specificity in the curriculum delivery to incorporate local guidelines and practice patterns. A lack of educational supports during non-TAAAC-EM visits was also identified as an area for further work. Conclusion: Interviewing graduates of AAU’s EM residency training program proved important for determining areas of curriculum improvement for future trainees. It also provided critical input to TAAAC-EM strategic planning discussions as the partnership considers expanding its scope beyond Addis Ababa.

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