Emergency medicine residency boot Camp curriculum: a pilot study.
Pilot Projects; *Internship and Residency; *Curriculum; Emergency Medicine/*education; Education; Emergency Medicine; Internship and Residency; Human; Questionnaires; Surveys; Curriculum Development; Pilot Studies; Confidence; Interns and Residents; Medical; Skill Acquisition; Invasive Procedures – Education
INTRODUCTION: Establishing a boot camp curriculum is pertinent for emergency medicine (EM) residents in order to develop proficiency in a large scope of procedures and leadership skills. In this article, we describe our program's EM boot camp curriculum as well as measure the confidence levels of resident physicians through a pre- and post-boot camp survey. METHODS: We designed a one-month boot camp curriculum with the intention of improving the confidence, procedural performance, leadership, communication and resource management of EM interns. Our curriculum consisted of 12 hours of initial training and culminated in a two-day boot camp. The initial day consisted of clinical skill training and the second day included code drill scenarios followed by interprofessional debriefing. RESULTS: Twelve EM interns entered residency with an overall confidence score of 3.2 (1-5 scale) across all surveyed skills. Interns reported the highest pre-survey confidence scores in suturing (4.3) and genitourinary exams (3.9). The lowest pre-survey confidence score was in thoracostomy (2.4). Following the capstone experience, overall confidence scores increased to 4.0. Confidence increased the most in defibrillation and thoracostomy. Additionally, all interns reported post-survey confidence scores of at least 3.0 in all skills, representing an internal anchor of "moderately confident/need guidance at times to perform procedure." CONCLUSION: At the completion of the boot camp curriculum, EM interns had improvement in self-reported confidence across all surveyed skills and procedures. The described EM boot camp curriculum was effective, feasible and provided a foundation to our trainees during their first month of residency.
Ataya Ramsey; Dasgupta Rahul; Blanda Rachel; Moftakhar Yasmin; Hughes Patrick G; Ahmed Rami
The western journal of emergency medicine
2015
2015-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5811/westjem.2015.1.23931" target="_blank" rel="noreferrer noopener">10.5811/westjem.2015.1.23931</a>
Correlation of the NBME advanced clinical examination in EM and the national EM M4 exams.
Humans; United States; Prospective Studies; Linear Models; Emergency Medicine/*education; Clinical Competence; Educational Measurement/*methods; *Clinical Clerkship; Human; Descriptive Statistics; Multicenter Studies; Data Analysis Software; Academic Performance; Undergraduate; Medical; *Education; Linear Regression; Emergency Care – Education
INTRODUCTION: Since 2011 two online, validated exams for fourth-year emergency medicine (EM) students have been available (National EM M4 Exams). In 2013 the National Board of Medical Examiners offered the Advanced Clinical Examination in Emergency Medicine (EM-ACE). All of these exams are now in widespread use; however, there are no data on how they correlate. This study evaluated the correlation between the EM-ACE exam and the National EM M4 Exams. METHODS: From May 2013 to April 2014 the EM-ACE and one version of the EM M4 exam were administered sequentially to fourth-year EM students at five U.S. medical schools. Data collected included institution, gross and scaled scores and version of the EM M4 exam. We performed Pearson's correlation and random effects linear regression. RESULTS: 305 students took the EM-ACE and versions 1 (V1) or 2 (V2) of the EM M4 exams (281 and 24, respectively) [corrected].The mean percent correct for the exams were as follows: EM-ACE 74.9 (SD-9.82), V1 83.0 (SD-6.39), V2 78.5 (SD-7.70) [corrected]. Pearson's correlation coefficient for the V1/EM-ACE was 0.53 (0.43 scaled) and for the V2/EM-ACE was 0.58 (0.41 scaled) [corrected]. The coefficient of determination for V1/ EM-ACE was 0.73 and for V2/EM-ACE 0.71 (0.65 and .49 for scaled scores) [ERRATUM]. The R-squared values were 0.28 and 0.30 (0.18 and 0.13 scaled), respectively [corrected]. There was significant cluster effect by institution. CONCLUSION: There was moderate positive correlation of student scores on the EM-ACE exam and the National EM M4 Exams.
Hiller Katherine; Miller Emily S; Lawson Luan; Wald David; Beeson Michael; Heitz Corey; Morrissey Thomas; House Joseph; Poznanski Stacey
The western journal of emergency medicine
2015
2015-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5811/westjem.2014.11.24189" target="_blank" rel="noreferrer noopener">10.5811/westjem.2014.11.24189</a>
Assessment of emergency medicine residents' computer knowledge and computer skills: time for an upgrade?
*Computer Literacy; *Internship and Residency/statistics & numerical data; Computer User Training; Computers/*statistics & numerical data; Cross-Sectional Studies; Emergency Medicine/*education; Humans; Prospective Studies; Surveys and Questionnaires; Task Performance and Analysis
OBJECTIVE: To describe emergency medicine residents' (EMRs') personal computer (PC) use and educational needs and to compare their perceived and actual PC skills. METHODS: This was a prospective, cross-sectional study. Subjects were all EMRs at seven midwestern Accreditation Council for Graduate Medical Education (ACGME) residency programs. The EMRs completed a questionnaire about their PC use and ability to perform 23 tasks derived from two national retail-training programs. The tasks covered word processing, slide making, and Internet use. The EMRs then took a three-part test performing the skills in the questionnaire. Two independent raters scored the tests. Frequencies with 95% confidence intervals (95% CIs) were calculated for categorical data. Positive and negative predictive values were used to report information comparing residents' performance with their self-assessment of skills. Cohen's kappa was used to test agreement between raters. RESULTS: One hundred twenty-four of 158 (79%) eligible EMRs participated. Since not all participants engaged in all parts of the study, the sample size varies between 121 and 124. One hundred one of 122 (83%; 95% CI = 75 to 89) owned a PC. The EMRs use home PCs a mean of 3.8 hours/week for physician duties and use residency PCs 1.9 hours/week (range 0-20). Ninety-six of 122 (79%; 95% CI = 70 to 86) EMRs reported no formal PC training during residency. Thirty-five percent (43/122; 95% CI = 27 to 44) passed the word-processing test and 50% (62/123; 95% CI = 41 to 60) passed the slide-making test. Reasons for failure were because of errors and not having a presentable product. Thirty-eight of 122 (31%; 95% CI = 23 to 40) failed the literature search, including 33 who said they could perform it. One hundred fifteen of 123 (94%; 95% CI = 88 to 98) EMRs were able to find an Internet address, including ten who stated they could not. Twenty-one percent of the residents who attempted any test (26/124; 95% CI = 14 to 29) passed all three tests. There was no association between year of training and success on the tests (p = 0.374). Thirty-seven of 115 (32%; 95% CI = 24 to 42) EMRs said they had insufficient PC training to meet their physician needs. CONCLUSIONS: Emergency medicine residents have much access to computer technology and possess some computer skills; however, many are unable to produce a usable product or conduct a literature search. Emergency medicine residents have not had sufficient computer training prior to residency. The computer skills of EMRs should be assessed through skills testing rather than self-assessment, and computer training during residency should be improved.
Jwayyed Sharhabeel; Park Tammy K; Blanda Michelle; Wilber Scott T; Gerson Lowell W; Meerbaum Sharon O; Beeson Michael S
Academic emergency medicine : official journal of the Society for Academic Emergency Medicine
2002
2002-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1111/j.1553-2712.2002.tb00231.x" target="_blank" rel="noreferrer noopener">10.1111/j.1553-2712.2002.tb00231.x</a>
Directing an emergency medicine residency: the problems and their potential solutions.
Adult; Emergency Medicine/*education; Female; Humans; Internship and Residency/*organization & administration; Job Satisfaction; Male; Middle Aged; Physician Executives/*statistics & numerical data; United States
OBJECTIVE: To characterize the problems facing emergency medicine residency directors (EMRDs), to describe potential solutions, and to associate perceptions with anticipated duration in the position of EMRD. METHODS: A confidential questionnaire was mailed to the EMRDs at all Accreditation Council for Graduate Medical Education-approved programs. The survey included a problem and solution list constructed by a panel of EMRDs. The respondents were asked to rate problems using a Likert-like scale and were asked to indicate which of the listed solutions they had used and had found useful, or thought would be useful. Associations of these features and demographic variables with the intention to leave the position of EMRD within 5 years were sought. RESULTS: Eighty-seven of 93 EMRDs (93.5%) completed the survey. Their mean age was 40 years; 50% had been EMRDs for \textless 3 years. Most of the EMRDs (62%) had an associate EMRD, and 77% had at least one secretary. The EMRDs worked a median of 220 hours per month. Major problems included: insufficient time for the job (57%), career interfering with family needs (44%), and lack of adequate faculty help (38%). The most frequently cited and useful solutions included: attending education courses, self-reading on education and management techniques, and discussing problems with and seeking advice from others. Most (68%) of the EMRDs anticipated continuing as program director for \textless or = 5 years. Neither age, gender, previous amount of time in the position, number of hours worked, nor nature of the problems faced on the job was a significant predictor of which of the EMRDs anticipated leaving. CONCLUSIONS: Half the responding EMRDs were \textless 40 years of age, half had been EMRDs for \textless or = 3 years, and 68% anticipated continuing in their position for \textless or = 5 years. Major frustrations included lack of knowledge and time. Family and career conflicts were frequent. These problems are similar to those of program directors in other specialties. Some recommendations are made to assist EMRDs.
Weigand J; Kuhn G; Gerson L W
Academic emergency medicine : official journal of the Society for Academic Emergency Medicine
1995
1995-10
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1111/j.1553-2712.1995.tb03109.x" target="_blank" rel="noreferrer noopener">10.1111/j.1553-2712.1995.tb03109.x</a>
The educational experience of pediatric emergency medicine fellows in the use and application of procedural sedation/analgesia.
*Fellowships and Scholarships; Analgesia/*methods; Analgesics/administration & dosage/*therapeutic use; Anesthesiology/*education; Clinical Competence/standards; Conscious Sedation/*methods; Curriculum/standards; Data Collection; Emergency Medicine/*education; Emergency Service; Hospital; Humans; Hypnotics and Sedatives/administration & dosage/*therapeutic use; Pediatrics/*education; Teaching/statistics & numerical data
OBJECTIVES: The purpose of this study is to describe the clinical and educational experience provided to the pediatric emergency medicine (PEM) fellows in procedural sedation/analgesia during their course of training. METHODS: A nonanonymous survey was completed by the program director of each Accreditation Council for Graduate Medical Education (ACGME)-accredited PEM fellowship program listed in the 2001 to 2002 Graduate Medical Education Directory. Information relating to program demographics, agents available for use in the emergency department (ED), and the educational opportunities offered to trainees was sought. RESULTS: Each of the 32 ACGME-accredited programs completed the survey. Thirty programs report using procedural sedation and analgesia (PSA) to facilitate the completion of nonpainful and 32 programs to facilitate the completion of painful procedures in the ED. Twenty-nine programs (92%) permit their fellows to provide PSA independently after meeting credentialing criteria at their institution. Formal didactic sessions, direct supervision of procedures, and dedicated journal clubs were the 3 most frequently cited educational methods reported. The educational method chosen was not predicted by the ED type, the size of the training program, or by the volume of patients evaluated in the ED. Twelve program directors report their belief that a minimum number of procedures should be completed prior to completion of the training program. CONCLUSION: There is wide variation in the educational methods used by PEM fellowship training programs in procedural sedation/analgesia.
Pollauf Laura A; Lutes R Esther; Ramundo Maria L; Christopher Norman C
Pediatric emergency care
2004
2004-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/01.pec.0000106237.72265.bb" target="_blank" rel="noreferrer noopener">10.1097/01.pec.0000106237.72265.bb</a>
Re: Low-Fidelity Simulation in Global and Distributed Settings.
*Curriculum; *International Cooperation; Authors; Continuing/*methods; Curriculum; Education; Emergency Medicine; Emergency Medicine/*education; Humans; Medical; Professional Development; Simulations
Hobgood Cherri; Mulligan Terrance; Bodiwala Guatam; Cameron Peter; Holliman James; Kwan James; Singer Andrew; Jouriles Nicholas
CJEM
2016
2016-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1017/cem.2015.99" target="_blank" rel="noreferrer noopener">10.1017/cem.2015.99</a>
International Federation for emergency medicine model curriculum for continuing professional development.
*Curriculum; *International Cooperation; CMD - Continuous Professional Development; CME - Continuing Medical Education; Continuing; Continuing/*methods; Curriculum; Curriculum Development; Education; Emergency Medicine; Emergency Medicine – Education; Emergency Medicine/*education; Humans; International Agencies; Internship and Residency; Medical; Medical Organizations; Professional; Professional Development; Training
Hobgood Cherri; Mulligan Terrence; Bodiwala Gautam; Cameron Peter; Holliman James Jim; Kwan James; Singer Andrew; Jouriles Nicholas
CJEM
2015
2015-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1017/cem.2014.79" target="_blank" rel="noreferrer noopener">10.1017/cem.2014.79</a>
The National Emergency Medicine Fourth-year Student (M4) Examinations: Updates and Performance.
*Education; assessment; CDEM; Clinical Clerkship; Clinical Competence; Education; Educational Measurement; Educational Measurement/*methods; Emergency Medicine – Education; Emergency Medicine/*education; examination; Humans; Medical; medical student; Undergraduate
BACKGROUND: Version 1 (V1) of the National Emergency Medicine Fourth-year Student (EM M4) Examination was released in 2011 and revised along with release of V2 in 2012. Each examination contains 50 multiple-choice questions designed to assess knowledge in the EM M4 clerkship curriculum. Development and initial performance data were described previously. OBJECTIVE: To provide updated V1 performance data, describe development and revision of V2, and to compare performance between academic years and examination forms, and within academic years. METHODS: Examinations are administered at www.saemtests.org with ongoing performance data provided. After 1 year of use, nine questions on V2 were revised, five because of low discriminatory ability and four because of excessive difficulty. Revision or replacement was done in accordance with the National Board of Medical Examiners (NBME) Item Writing Guidelines. Mean scores were compared for V1 between academic years (i.e., July 2011-June 2012 vs. July 2012-June 2013), V2 compared with V1, and for each examination version for early and late test takers. RESULTS: V1 has been administered \textgreater10,000 times since its release, and the current form mean is 81.5% (SD 3.7). Average discriminatory value (rpb) is 0.204. V2 has been administered \textgreater1500 times, with a mean score of 78.4% (SD 4.4) and average rpb 0.253. V1 and V2 current means differ statistically. Scores from examinees completing V1 or V2 early vs. late in the academic year differ statistically. CONCLUSIONS: Performance data for V1 remain stable after 2 years. Revisions of poorly performing questions improved question performance on V2. Questions with low rpb or low pdiff will continue to be revised annually. While examination forms differ statistically, the practical utility of the differences is not defined.
Heitz Corey R; Lawson Luan; Beeson Michael; Miller Emily S
The Journal of emergency medicine
2016
2016-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.jemermed.2015.06.072" target="_blank" rel="noreferrer noopener">10.1016/j.jemermed.2015.06.072</a>
Freestanding EDs and the emergency medicine resident: a valuable part of resident education?
*Ambulatory Care Facilities; *Attitude of Health Personnel; *Emergency Service; Emergency Medicine/*education; Hospital; Humans; Internship and Residency
Orlik Kseniya; Campana Christina M; Beeson Michael S; Simon Erin L
The American journal of emergency medicine
2015
2015-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.ajem.2015.04.081" target="_blank" rel="noreferrer noopener">10.1016/j.ajem.2015.04.081</a>