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 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 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.

226 Palliative Care Domains for Emergency Medicine Resident Training: An Expert Consensus

2015 ◽  
Vol 66 (4) ◽  
pp. S83 ◽  
Author(s):  
R. Goett ◽  
J. Shoenberger ◽  
P. DeSandre ◽  
K. Jubanyik ◽  
K. Aberger ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Palliative Care ◽  
Resident Training ◽  
Expert Consensus ◽  
Emergency Medicine Resident ◽  
Medicine Resident

scholarly journals Obstetrics and Gynecology Ultrasound Topics in Emergency Medicine Resident Training

2014 ◽  
Vol 8 (1) ◽  
pp. 35-43
Author(s):  
Veronica L Greer ◽  
Matthew W Brosseit
Keyword(s):  
Emergency Medicine ◽  
Obstet Gynecol ◽  
Focused Ultrasound ◽  
Performance Standards ◽  
Resident Training ◽  
Obstetrics And Gynecology ◽  
Pelvic Ultrasound ◽  
Residency Programs ◽  
Emergency Medicine Resident ◽  
Medicine Resident

ABSTRACT The evaluation of abdominal or pelvic pain and/or vaginal bleeding using pelvic ultrasound is a common practice of the emergency physician. In fact, the American College of Emergency Physicians (ACEP) in 2008 published guidelines listing evaluation of pregnancy as a core application and evaluation of the adnexa as a secondary application for emergency bedside pelvic ultrasound. In 2012 the Accreditation Council of Graduate Medical Education (ACGME) along with the American Board of Emergency Medicine (ABEM) introduced milestones into residency programs to provide a framework of cognitive and behavioral performance standards, including procedure-based skills. The milestones are the knowledge, skills, attitudes and other attributes for each of the ACGME competencies that monitor resident performance throughout the residency and range from less to more advanced levels. Goal-directed focused ultrasound is one of twenty-three specific milestones that will be measured during emergency medicine training. Discussion will focus on how to teach focused goaldirected pelvic ultrasound based on the five levels within this milestone. How to cite this article Greer VL, Brosseit MW. Obstetrics and Gynecology Ultrasound Topics in Emergency Medicine Resident Training. Donald School J Ultrasound Obstet Gynecol 2014;8(1):35-43.

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