scholarly journals A Descriptive Analysis of the Use of Twitter by Emergency Medicine Residency Programs

2018 ◽  
Vol 10 (1) ◽  
pp. 51-55 ◽  
Author(s):  
David Diller ◽  
Lalena M. Yarris
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Descriptive Analysis ◽  
Descriptive Statistics ◽  
Mixed Methods Study ◽  
Instructional Tool ◽  
Residency Programs ◽  
The Public ◽  
Twitter Account ◽  
E Mail

ABSTRACT Background  Twitter is increasingly recognized as an instructional tool by the emergency medicine (EM) community. In 2012, the Council of Residency Directors in Emergency Medicine (CORD) recommended that EM residency programs' Twitter accounts be managed solely by faculty. To date, little has been published regarding the patterns of Twitter use by EM residency programs. Objective  We analyzed current patterns in Twitter use among EM residency programs with accounts and assessed conformance with CORD recommendations. Methods  In this mixed methods study, a 6-question, anonymous survey was distributed via e-mail using SurveyMonkey. In addition, a Twitter-based search was conducted, and the public profiles of EM residency programs' Twitter accounts were analyzed. We calculated descriptive statistics and performed a qualitative analysis on the data. Results  Of 168 Accreditation Council for Graduate Medical Education–accredited EM programs, 88 programs (52%) responded. Of those programs, 58% (51 of 88) reported having a program-level Twitter account. Residents served as content managers for those accounts in the majority of survey respondents (61%, 28 of 46). Most programs did not publicly disclose the identity or position of their Twitter content manager. We found a wide variety of applications for Twitter, with EM programs most frequently using Twitter for educational and promotional purposes. There is significant variability in the numbers of followers for EM programs' Twitter accounts. Conclusions  Applications and usage among EM residency programs are varied, and are frequently not consistent with current CORD recommendations.

scholarly journals Residency Programs' Evaluations of the Competencies: Data Provided to the ACGME About Types of Assessments Used by Programs

2010 ◽  
Vol 2 (4) ◽  
pp. 649-655 ◽  
Author(s):  
Kathleen D. Holt ◽  
Rebecca S. Miller ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Interpersonal Communication ◽  
Graduate Medical Education ◽  
Medical Knowledge ◽  
Residency Programs ◽  
The Public ◽  
Graduate Medical ◽  
Resident Assessment ◽  
Using Data ◽  
Almost All

Abstract Background In 1999, the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project began to focus on resident performance in the 6 competencies of patient care, medical knowledge, professionalism, practice-based learning and improvement, interpersonal communication skills, and professionalism. Beginning in 2007, the ACGME began collecting information on how programs assess these competencies. This report provides information on the nature and extent of those assessments. Methods Using data collected by the ACGME for site visits, we use descriptive statistics and percentages to describe the number and type of methods and assessors accredited programs (n  =  4417) report using to assess the competencies. Observed differences among specialties, methodologies, and assessors are tested with analysis of variance procedures. Results Almost all (>97%) of programs report assessing all of the competencies and using multiple methods and multiple assessors. Similar assessment methods and evaluator types were consistently used across the 6 competencies. However, there were some differences in the use of patient and family as assessors: Primary care and ambulatory specialties used these to a greater extent than other specialties. Conclusion Residency programs are emphasizing the competencies in their evaluation of residents. Understanding the scope of evaluation methodologies that programs use in resident assessment is important for both the profession and the public, so that together we may monitor continuing improvement in US graduate medical education.

Stick and Tell A Survey of Emergency Medicine Residents and Needlestick Exposures

2013 ◽  
Vol 34 (10) ◽  
pp. 1116-1118 ◽  
Author(s):  
Jessica Zuraw ◽  
Gretchen Sanford ◽  
Lori Winston ◽  
Shu Chan
Keyword(s):  
Emergency Medicine ◽  
Healthcare Workers ◽  
The United States ◽  
Perceived Barriers ◽  
Health Departments ◽  
Needlestick Injuries ◽  
Residency Programs ◽  
Paper Version ◽  
E Mail ◽  
New Procedures

An estimated 400,000–800,000 sharps-related injuries occur among healthcare workers (HCWs) annually in the United States. The risk of needlestick exposure may be particularly high among emergency medicine (EM) residents, who are learning new procedures in a relatively uncontrolled environment. Despite the potentially serious consequences of percutaneous injuries (PCIs), practitioners in training often down-play the occurrence of PCIs and do not report exposures.Current literature implies that underreporting of needlestick injuries is multifactorial. By not seeking care after needlesticks occur and thereby delaying treatment, residents incur more risk from exposures. We sought to elucidate the underlying issues that might contribute to this lack of reporting needlestick injuries. Using an anonymous survey, we collected information regarding factors that contributed to sustaining a PCI as well as perceived barriers that prevented residents from reporting these exposures. This information is desirable for both residency programs and employee health departments to reduce the occurrence of unreported exposures.The survey contained 19 questions, and all subjects were EM residents from the 8 Accreditation Council for Graduate Medical Education–accredited programs in the state of Illinois during the period January–February 2011. The voluntary survey was distributed via e-mail and through a paper version distributed at a regional EM residency conference.

scholarly journals Straight Line Scoring by Clinical Competency Committees Using Emergency Medicine Milestones

2017 ◽  
Vol 9 (6) ◽  
pp. 716-720 ◽  
Author(s):  
Michael S. Beeson ◽  
Stanley J. Hamstra ◽  
Melissa A. Barton ◽  
Kenji Yamazaki ◽  
Francis L. Counselman ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Descriptive Analysis ◽  
Chi Square ◽  
Residency Programs ◽  
Reporting Requirement ◽  
Straight Line ◽  
Significant Difference ◽  
Chi Square Analysis ◽  
Academic Year ◽  
Nominal Variables

ABSTRACT Background  In 2013, milestone ratings became a reporting requirement for emergency medicine (EM) residency programs. Programs rate each resident in the fall and spring on 23 milestone subcompetencies. Objective  This study examined the incidence of straight line scoring (SLS) for EM Milestone ratings, defined as a resident being assessed the same score across the milestone subcompetencies. Methods  This descriptive analysis measured the frequencies of SLS for all Accreditation Council for Graduate Medical Education (ACGME)–accredited EM programs during the 2015–2016 academic year. Outcomes were the frequency of SLS in the fall and spring milestone assessments, changes in the number of SLS reports, and reporting trends. Chi-square analysis compared nominal variables. Results  There were 6257 residents in the fall and 6588 in the spring. Milestone scores were reported for 6173 EM residents in the fall (99% of 6257) and spring (94% of 6588). In the fall, 93% (5753 residents) did not receive SLS ratings and 420 (7%) did, with no significant difference compared with the spring (5776 [94%] versus 397 [6%]). Subgroup analysis showed higher SLS results for residents' first ratings (183 of 2136 versus 237 of 4220, P < .0001) and for their final ratings (200 of 2019 versus 197 of 4354, P < .0001). Twenty percent of programs submitted 10% or more SLS ratings, and a small percentage submitted more than 50% of ratings as SLS. Conclusions  Most programs did not submit SLS ratings. Because of the statistical improbability of SLS, any SLS ratings reduce the validity assertions of the milestone assessments.

scholarly journals Intern Orthopedic Rotation Versus Emergency Medicine Procedure Month: Which one Derives More Opportunity?

2021 ◽  
Vol 8 ◽  
pp. 238212052110446
Author(s):  
Blake Chandler Briggs ◽  
David Martin Cline ◽  
Kendall Lynn Stewardson ◽  
Jordan Alexis Kugler ◽  
Cedric Lefebvre
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Medical Education ◽  
Standard Deviation ◽  
Graduate Medical Education ◽  
Statistical Difference ◽  
Orthopedic Procedures ◽  
Self Directed Learning ◽  
Residency Programs ◽  
Directed Learning

INTRODUCTION The American College of Graduate Medical Education (ACGME) defines 18 “key procedures” as requirements in emergency medicine (EM) residency programs. The post-graduate year-1 (PGY-1) curriculum provides an early foundation for EM trainees to gain procedural experience, but traditional PGY-1 rotations may not provide robust procedural opportunities. Our objective was to replace a traditional orthopedic rotation with a 4-week rotation that emphasized EM procedure acquisition and comprehension. Although all residents met ACGME procedural requirements before the curricular modification, the purpose of this month was to increase overall procedure numbers. The block contained dedicated procedure shifts in the emergency department as well as an asynchronous, self-directed learning course. We sought to compare the number of procedures performed by PGY-1 residents during their orthopedic rotation (the year before implementation), to the number of procedures performed during their procedure rotation (the year after implementation). METHODS The total number of procedures performed and logged by PGY-1 residents during the traditional orthopedic rotation (during the year prior to implementation of the new procedure rotation) were compared to the total number of procedures by the first class to undergo the new procedure rotation the following year. Thirty resident logs were reviewed (15 per class). Data were analyzed using SAS NPAR1WAY; Z < 0.05 was considered significant. RESULTS When compared to the orthopedic rotation, the procedure rotation had statistically significant higher numbers of procedures per resident (22, standard deviation [SD] 12, vs 11.4, SD 7.6; Z = 0.0177). A wide variety of nonorthopedic procedures accounted for the increased numbers, (13.6, SD 10.3, vs 0.9, SD 0.9; Z < 0.001). While the average number of orthopedic procedures was slightly less on the procedure rotation, there was no statistical difference (orthopedic rotation 10.13, procedure rotation 8.26; Z = 0.4605). Notably, fewer procedures were performed when 2 residents were on the procedure rotation at the same time (21 vs 10.1). CONCLUSION This analysis demonstrated a larger number and a wider variety of procedures performed by PGY-1 residents during a dedicated procedure rotation compared to a traditional orthopedic rotation. Furthermore, exposure to orthopedic procedures did not decline significantly. Limitations of the study include a modest number of subjects. Data may be limited by the consistency of procedure logging by individual residents. Further studies may assess procedural competency after PGY-1 year of training.

scholarly journals LO064: Simulation in Canadian postgraduate emergency medicine training — a national survey

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S52-S52 ◽  
Author(s):  
E. Russell ◽  
C. Hagel ◽  
A. Petrosoniak ◽  
D. Howes ◽  
D. Dagnone ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
National Survey ◽  
Simulation Training ◽  
Neonatal Resuscitation ◽  
Residency Programs ◽  
Training Strategy ◽  
Pediatric Resuscitation ◽  
Simulation Based ◽  
Resident Assessment

Introduction: Simulation-based medical education (SBME) is an important training strategy in emergency medicine (EM) postgraduate programs yet the extent of its use is variable. This study sought to characterize the use of simulation in FRCP-EM residency programs across Canada. Methods: A national survey was administered to residents (PGY2-5) and program representatives (PR), either a program director or simulation lead at all Canadian FRPC-EM programs. Residents completed either paper or electronic versions of the survey, and PR surveys were conducted by telephone. Results: The resident and PR response rates were 60% (187/310) and 100% (16/16), respectively. All residency programs offer both manikin-based high fidelity and task trainer simulation modalities. Residents reported a median of 20 (range 0-150) hours participating in simulation training annually, spending a mean of 16% of time in situ, 55% in hospital-based simulation laboratories, and 29% in off-site locations. Only 52% of residents indicated that the time dedicated to simulation training met their training needs. All PRs reported having a formal simulation curriculum with a frequency of simulation sessions ranging from weekly to every 6 months. Only 3/16 (19%) of programs linked their simulation curriculum to their core teaching. Only 2/16 programs (13%) used simulation for resident assessment, though 15/16 (93%) PRs indicated they would be comfortable with simulation-based assessment. The most common PR identified barriers to administering simulation by were a lack of protected faculty time (75%) and a lack of faculty experience with simulation (56%). Both PRs and residents identified a desire for more simulation training in neonatal resuscitation, pediatric resuscitation, and obstetrical emergencies. Multidisciplinary involvement in simulations was strongly valued by both residents and PRs, with 76% of residents indicating that they would like greater multidisciplinary involvement. Conclusion: Among Canadian FRCP-EM residency programs, SBME is a frequently used training modality, however, there exists considerable variability in the structure, frequency and timing of simulation exposure for residents. Several common barriers were identified that impact SBME implementation. The transition to competency-based medical education will require a national, standardized approach to SBME that includes a unified strategy for training and assessment.

scholarly journals Dedicated time for deliberate practice: one emergency medicine program’s approach to point-of-care ultrasound (PoCUS) training

CJEM ◽  
2015 ◽  
Vol 17 (5) ◽  
pp. 558-561 ◽  
Author(s):  
Melissa Hayward ◽  
Teresa Chan ◽  
Andrew Healey
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Skill Acquisition ◽  
Point Of Care ◽  
Deliberate Practice ◽  
Lessons Learned ◽  
Point Of Care Ultrasound ◽  
Residency Programs ◽  
Education Literature ◽  
Scholarly Discussion

AbstractPoint-of-care ultrasound (PoCUS) has become an essential skill in the practice of emergency medicine (EM). Various EM residency programs now require competency in basic PoCUS applications. The education literature suggests that deliberate practice is necessary for skill acquisition and mastery. We used an educational theory, Ericsson’s model of deliberate practice, to create a PoCUS curriculum for our Royal College of Physicians and Surgeons of Canada EM residency.Although international recommendations around curriculum requirements exist, this will be one of the first papers to describe the implementation of a specific PoCUS training program. This paper details the features of the program and lessons learned during its initial 3 years. Sharing this experience may serve as a nidus for scholarly discussion around how to best approach medical education in this area.

scholarly journals Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

2021 ◽  
Vol 22 (5) ◽  
pp. 1110-1116
Author(s):  
Stephen Villa ◽  
Natasha Wheaton ◽  
Steven Lai ◽  
Jaime Jordan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Needs Assessment ◽  
Graduate Medical Education ◽  
Central Region ◽  
The United States ◽  
Residency Programs ◽  
Radiology Education ◽  
Graduate Medical ◽  
Program Leadership

Introduction: Radiology training is an important component of emergency medicine (EM) education, but its delivery has been variable. Program directors have reported a lack of radiology skills in incoming interns. A needs assessment is a crucial first step toward improving radiology education among EM residencies. Our objective was to explore the current state of radiology education in EM residency programs. Methods: This was a cross-sectional survey study of all Accreditation Council for Graduate Medical Education-accredited EM programs in the United States. Program leadership completed an online survey consisting of multiple choice, Likert scale, and free-response items. We calculated and reported descriptive statistics. Results: Of eligible EM programs, 142/252 (56%) completed the survey including 105 postgraduate year (PGY) 1-3 and 36 PGY 1-4 programs. One respondent opted out of answering demographic questions. 23/141 (16%) were from the Western region, 29/141 (21%) were from the North Central region, 14/141 (10%) were from the South-Central region, 28/141 (20%) were from the Southeast region, and 47/141 (33%) were from the Northeast region. A total of 88/142 (62%) of responding programs did not have formal radiology instruction. Of the education that is provided, 127/142 (89%) provide it via didactics/lectures and 115/142 (81%) rely on instruction during clinical shifts. Only 51/142 (36%) provide asynchronous opportunities, and 23/142 (16%) have a dedicated radiology rotation. The majority of respondents reported spending 0-2 hours per month on radiology instruction (108/142; 76%); 95/141 (67%) reported that EM faculty “often” or “always” provide radiology instruction; 134/142 (95%), felt that it was “extremely” or “very important” for ED providers to be able to independently interpret radiograph results; and 129/142 (90.84%) either “sometimes” or “always” rely on their independent radiograph interpretations to make clinical decisions. The radiology studies identified as most important to be able to independently interpret were radiographs obtained for lines/tubes, chest radiographs, and radiographs obtained for musculoskeletal-related complaints. Conclusion: A minority of EM residency programs have formal instruction in radiology despite the majority of responding program leadership believing that these are important skills. The most important curricular areas were identified. These results may inform the development of formal radiology curricula in EM graduate medical education.

scholarly journals Use of graded responsibility and common entrustment considerations among United States emergency medicine residency programs

2020 ◽  
Vol 17 ◽  
pp. 11
Author(s):  
Jason Lai ◽  
Benjamin Holden Schnapp ◽  
David Simon Tillman ◽  
Mary Westergaard ◽  
Jamie Hess ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
Medical Education ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Medical Patients ◽  
Sectional Study ◽  
Cross Sectional ◽  
Residency Programs ◽  
Question Survey

Purpose: The Accreditation Council for Graduate Medical Education (ACGME) requires all residency programs to provide increasing autonomy as residents progress through training, known as graded responsibility. However, there is little guidance on how to implement graded responsibility in practice and a paucity of literature on how it is currently implemented in emergency medicine (EM). We sought to determine how EM residency programs apply graded responsibility across a variety of activities and to identify which considerations are important in affording additional responsibilities to trainees.Methods: We conducted a cross-sectional study of EM residency programs using a 23-question survey that was distributed by email to 162 ACGME-accredited EM program directors. Seven different domains of practice were queried.Results: We received 91 responses (56.2% response rate) to the survey. Among all domains of practice except for managing critically ill medical patients, the use of graded responsibility exceeded 50% of surveyed programs. When graded responsibility was applied, post-graduate year (PGY) level was ranked an “extremely important” or “very important” consideration between 80.9% and 100.0% of the time.Conclusion: The majority of EM residency programs are implementing graded responsibility within most domains of practice. When decisions are made surrounding graded responsibility, programs still rely heavily on the time-based model of PGY level to determine advancement.

scholarly journals Descriptive Analysis of Components of Emergency Medicine Residency Program Websites

2021 ◽  
Vol 22 (4) ◽  
pp. 937-942
Author(s):  
Jordan Pollock ◽  
Jeffery Weyand ◽  
Amy Reyes ◽  
Shiva Senemar ◽  
Aunika Swenson ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Social Media ◽  
Residency Program ◽  
Descriptive Analysis ◽  
Application Process ◽  
Residency Programs ◽  
The Us ◽  
General Program ◽  
Program Description ◽  
Source Of Information

Introduction: Most emergency medicine (EM) applicants use the internet as a source of information when evaluating residency programs. Previous studies have analyzed the components of residency program websites; however, there is a paucity of information regarding EM program websites. The purpose of our study was to analyze information on EM residency program websites. Methods: In April–May 2020, we evaluated 249 United States EM residency program websites for presence or absence of 38 items relevant to EM applicants. Descriptive statistics were performed, including means and standard deviations. Results: Of the 249 EM websites evaluated, the websites contained a mean of 20 of 38 items (53%). Only 16 programs (6%) contained at least three-quarters of the items of interest, and no programs contained all 38 items. The general categories with the least amount of items were social media use (9%), research (46%), and lifestyle (49%), compared to the other general categories such as application process (58%), resident information (63%), general program information (67%), and facility information (69%). The items provided by programs most often included program description (98%), blocks and rotations (91%), and faculty listing (88%). The items provided least often included housing/neighborhood information (17%) and social media links (19%). Conclusion: Our comprehensive review of EM residency websites in the US revealed the absence of many variables on most programs’ websites. Use of this information to enhance accessibility of desired information stands to benefit both applicants and programs in the increasingly competitive specialty of EM.

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