AEM Education and Training最新文献

{"title":"The \"Home-Field\" Advantage: Do Interns From the Same Institution Perform Better on the Milestones?","authors":"Sean O Hogan, Sally A Santen, Sierra Hajdu, Luan Lawson, Charlie Inboriboon, E Bradshaw Bunney, Yoon Soo Park","doi":"10.1002/aet2.70157","DOIUrl":"https://doi.org/10.1002/aet2.70157","url":null,"abstract":"<p><strong>Objectives: </strong>The transition between undergraduate medical education (UME) and residency can be fraught. Residents who match into a program affiliated with their medical school may benefit from being in a familiar working environment, among faculty aware of the residents' capabilities. This study examines whether learning assessments reveal a \"home-field\" advantage for intern-year residents who train in Emergency Medicine (EM) programs affiliated with the medical school they graduated from. Recent studies have shown increasing preferences by programs and applicants for the \"home field.\" Yet, it is unclear whether the preference for the home field has benefits for matriculants who match into a \"home-field\" residency.</p><p><strong>Methods: </strong>This is a retrospective national cohort study of intern-year assessments using the Accreditation Council for Graduate Medical Education's Milestones at the Mid- and End-Year assessment periods. All accredited EM residency programs aligned with the medical school of interns who entered residency in 2021 or 2022 were included. Mixed-effects regression and mixed-effects logistic regression estimated differences in Milestones performance, including whether residents were at or above the \"novice\" level expected for first-year residents (not assessed as \"Not Yet Completed Level 1\").</p><p><strong>Results: </strong>A total of 5905 residents entered 275 EM programs. Overall, 8.6% of residents matched into home-field programs (2021: 9.1%; 2022: 8.1%). Home-field residents earned modest advantages in mid-year Interpersonal Communication (<i>β</i> = 0.05, <i>p</i> = 0.002) and end-year Patient Care (<i>β</i> = 0.04, <i>p</i> = 0.002) Milestones. \"Home-field\" residents were more likely to be ready for supervised practice in Interpersonal Communication (OR = 2.24, <i>p</i> = 0.014) and PC (OR = 2.57, <i>p</i> = 0.003).</p><p><strong>Conclusion: </strong>\"Home-field\" advantage is evident in EM residency at the mid-year and end-year assessment periods. While differences in Milestone assessments were modest, there were substantial differences in not reaching the expected novice level for supervised practice.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70157"},"PeriodicalIF":1.8,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13131074/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Procedural Competence Among Academic Emergency Medicine Attending Physicians: A Survey of Skill Maintenance Strategies.","authors":"Neha P Raukar, Maya R Rockwell, Sally A Santen, Holly A Caretta-Weyer, Susan B Promes","doi":"10.1002/aet2.70164","DOIUrl":"https://doi.org/10.1002/aet2.70164","url":null,"abstract":"<p><strong>Objectives: </strong>To evaluate how academic emergency departments (EDs) support procedural skill maintenance for faculty physicians, particularly in environments where learners often perform procedures. We aimed to characterize training strategies, barriers to participation, and the inclusion of high-acuity, low-occurrence (HALO) procedures.</p><p><strong>Methods: </strong>We conducted a cross-sectional survey of department chairs, vice chairs, and chair emeriti attending the 2025 Association of Academic Chairs of Emergency Medicine (AACEM) retreat. The survey assessed institutional approaches to procedural training, frequency of offerings, training modalities, inclusion of HALO procedures, and perceived barriers. Descriptive statistics and chi-square tests were used to analyze differences in training frequency and procedural coverage.</p><p><strong>Results: </strong>Of 81 academic departments represented, 49 responded (60.5%). Most (87.8%) offered procedural training, yet only 32.6% required participation. Hands-on training was most common (93%), followed by in-person (79%) and virtual (16%) sessions. While 100% of departments covered point-of-care ultrasound and 93% airway management, fewer addressed HALO procedures: only 27.9% covered all HALO categories (e.g., surgical airway, thoracostomy, pericardiocentesis). Time constraints and clinical schedules were the most-commonly reported barriers to participation.</p><p><strong>Conclusions: </strong>Procedural skill maintenance for EM attendings varies widely across academic EDs. Despite the specialty's procedural intensity, most academic departments lack comprehensive, mandatory training, particularly for infrequent but critical procedures. Findings highlight variability in departmental approaches and the need to further explore best practices for procedural skill maintenance.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 ","pages":"e70164"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13128529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of an Obese Airway Model for Front of Neck Access Training and Research.","authors":"Ellen Small, James L Mallows","doi":"10.1002/aet2.70171","DOIUrl":"https://doi.org/10.1002/aet2.70171","url":null,"abstract":"<p><strong>Background: </strong>Airway management in obese adults can be challenging. Obesity causes both anatomical and physiological changes that make a difficult airway more likely and rescue techniques more likely to fail. The final approach to \"can't intubate, can't oxygenate\" in airway management is acquiring front-of-neck access (FONA) to facilitate oxygenation. Although incredibly rare, it is essential that the quickest and most efficient technique is utilized. Therefore, FONA needs to be taught and performed to the highest standards to maximize the chances of success. However, there is a distinct lack of obese models available for FONA training. Standard training models do not replicate obesity, and obese model designs described in the literature are often bespoke to the authors' facility.</p><p><strong>Objective of the innovation: </strong>To create a model that replicates the obese airway as much as possible, both in size and girth of the neck, thickness of the anterior neck skin folds, tactile feel of the subcutaneous tissue, and the lack of anatomical landmarks. For education and training purposes it should be cheap and easily produced. For research purposes it should be reproducible with little variation between subsequent models using the same materials.</p><p><strong>Development process and implementation: </strong>We trialed several models, including animal and synthetic products, culminating in a model involving a commercially available task trainer, 3D printed larynx for increased anatomical accuracy, ballistics gel to reproduce subcutaneous adipose tissue and the proprietary skin supplied with the commercial model. A pilot phase involved use of the model in various educational forums, with fine tuning of the model as issues were identified.</p><p><strong>Conclusion: </strong>The final model adequately reproduces the obese airway while being cheap, easily reproducible, standardized for obese airway FONA research, and can be produced en masse for large educational forums.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 ","pages":"e70171"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13128516/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the Score: Bias Investigations to Improve the Fairness of Board Certification Exams.","authors":"Kevin B Joldersma, Chadd K Kraus, Michael Gottlieb","doi":"10.1002/aet2.70170","DOIUrl":"https://doi.org/10.1002/aet2.70170","url":null,"abstract":"<p><strong>Objective: </strong>High-stakes examinations, such as those used for board certification, must be valid and fair across demographic groups. The American Board of Emergency Medicine (ABEM) developed a structured process for bias and fairness assessment to identify and refine potentially biased examination items.</p><p><strong>Methods: </strong>ABEM implemented a three-phase innovation: (1) statistical flagging of potentially biased items using differential item functioning (DIF) analysis; (2) expert panel qualitative review; and (3) holistic content review by the editorial team.</p><p><strong>Results: </strong>Over an 8-year period, 3736 items were analyzed. DIF flagged 597 items (16.0%) for review. The expert Bias and Fairness Panel recommended deletion of 62 (10.4% of flagged items) due to construct-irrelevant bias, most often related to racial bias (53.2% of items recommended for deletion), followed by regional jargon or practice variation (43.5%). The process has been adopted consistently and is being extended to new examination formats.</p><p><strong>Conclusion: </strong>A structured, theory-informed bias and fairness assessment process can reduce construct-irrelevant variance in high-stakes learner assessments. This can serve as a replicable model for other certifying bodies and medical educators seeking to enhance their approach to assessment.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70170"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13128513/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147820830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an Emergency Medicine Faculty Interactive Training on Necessary Emergency Skills and Simulation (EM FITNESS) Curriculum.","authors":"Lauren Trembley, Gianna Petrone, Sai Gopal Jarabana, Frank Overly, Geoff Capraro, Linda Brown, Brian Clyne, Robyn Wing","doi":"10.1002/aet2.70174","DOIUrl":"https://doi.org/10.1002/aet2.70174","url":null,"abstract":"<p><strong>Background: </strong>Emergency medicine (EM) requires proficiency in high-acuity, low-occurrence (HALO) procedures. Opportunities to perform these procedures often decline after training, potentially leading to skills attrition that can affect patient safety. There is currently no standard mechanism for maintenance of procedural skills for EM faculty. Based on a previously published needs assessment, we designed and implemented a skills maintenance curriculum for EM faculty: <i>Emergency Medicine Faculty Interactive Training on Necessary Emergency Skills & Simulation (EM FITNESS).</i></p><p><strong>Methods: </strong>We invited EM faculty to participate in part or all of an optional two-year skills curriculum consisting of three modules: (1) airway, (2) cardiopulmonary procedures, and (3) obstetrics/pediatrics. Participants received pre-learning materials to maximize in-session, hands-on practice. Learners divided into small peer groups and practiced skills on simulation-based models under direct observation of instructors who were EM and non-EM faculty with content expertise (e.g., pediatric EM, ultrasound, obstetrics, neonatology). Participants completed pre-, post-, and 6-month surveys via REDCap to assess: frequency of performing or supervising procedures, curriculum effectiveness, confidence, attitudes pertaining to skills attrition, and opportunities for program improvement.</p><p><strong>Results: </strong>Overall faculty participation across all three modules was 39.5%. Faculty performed or supervised about half of the HALO procedures at least once in the prior year, with supervision more common than performance. For nearly all procedures, there was an increase in self-reported confidence immediately post-training which declined at 6 months but remained above baseline. All faculty agreed that skills maintenance was important, and 83.6% reported experiencing skills attrition personally.</p><p><strong>Conclusions: </strong>A faculty-targeted, simulation-based curriculum produced sustained rates of confidence in performing HALO procedures. This study demonstrates the impact of a structured program and its association with increased self-reported confidence in HALO procedures among EM faculty. Future work will seek to refine, scale, and disseminate the curriculum and ultimately study its impact on clinical care.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 ","pages":"e70174"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13128522/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prioritizing Electrocardiogram Interpretation for Emergency Medicine Residency Training: A Modified Delphi Study.","authors":"Jennifer Yee, Geremiha Emerson, Richard V Thompson, Kelsey H Jordan, Sorabh Khandelwal","doi":"10.1002/aet2.70158","DOIUrl":"https://doi.org/10.1002/aet2.70158","url":null,"abstract":"<p><strong>Background: </strong>Rapid, accurate interpretation of electrocardiogram (ECG) patterns is a key skill for emergency medicine (EM) physicians, but there is no published consensus on which ECG patterns should be prioritized. Within Competency-Based Medical Education (CBME) frameworks, diagnostic skills such as ECG interpretation require articulated performance expectations and assessment targets. Our study objective was to identify the most important ECG patterns for CBME alignment based on the dual constructions of \"importance to identify\" and \"clinical significance\".</p><p><strong>Methods: </strong>A three-round electronic modified Delphi survey was constructed for a convenience sample of geographically-diverse EM fellows and faculty across the United States (<i>N</i> = 14). Panelists were also asked to rate patterns based on importance to identify and perceived clinical significance using Likert scales.</p><p><strong>Results: </strong>Fourteen EM attending physicians completed the modified Delphi. Most panelists had 6-10 years of clinical experience (43%), practiced within the East North Central region (45%), and were affiliated with university-based programs (91%). A list of 78 ECG patterns was generated. The most important to identify and clinically significant ECG patterns included rhythms covered by Advanced Cardiac Life Support teaching and patterns indicative of acute coronary syndrome. Several patterns (e.g., atrial fibrillation) were rated as \"most important to identify\" but lower in clinical significance, suggesting some patterns are foundational for diagnostic reasoning but may not independently mandate immediate intervention without appropriate clinical context. Conversely, cardiac glycoside toxicity demonstrated high clinical significance despite lower importance-to-identify ratings, highlighting conditions in which management urgency is high but diagnosis relies more on clinical context than ECG pattern recognition alone.</p><p><strong>Conclusions: </strong>Through a modified Delphi study, we generated a list of ECG patterns based on importance to identify and perceived clinical significance. Educators may use this list to guide ECG curriculum development, create assessment strategies, and align with educational targets.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70158"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13128520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147820846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity Evidence for the Pediatric Emergency Medicine Milestones and Associations With American Board of Pediatrics Certification Examinations Among US Fellows, 2015-2022.","authors":"Paria M Wilson, Daniel J Schumacher, Alan J Schwartz","doi":"10.1002/aet2.70165","DOIUrl":"https://doi.org/10.1002/aet2.70165","url":null,"abstract":"<p><strong>Background: </strong>Pediatric Emergency Medicine (PEM) fellowship programs use Milestones to assess fellows, but validity evidence for these ratings is needed.</p><p><strong>Objectives: </strong>(1) Define benchmark levels of competence for the 6 Milestones competency domains and 23 competencies. (2) Determine if Milestones ratings at graduation predict passing the American Board of Pediatrics (ABP) certification exam.</p><p><strong>Methods: </strong>This multi-site retrospective cross-sectional study included all PEM fellows (2014-2022) from 80 programs in the U.S. who took the ABP certification exam. Milestones ratings from the Accreditation Council for Graduate Medical Education (ACGME) were provided to the Association of Pediatric Program Directors and analyzed. Logistic mixed effects regression models assessed associations between American Board of Pediatrics (ABP) exam pass rates and Milestones at graduation.</p><p><strong>Results: </strong>Data from 1302 fellows (1171 from 3-year and 131 2-year graduates) yielded 90,229 Milestones ratings from which benchmarks were established. Systems-based practice consistently had the lowest mean across all fellowship years. 3-year graduates had significantly higher Milestones at graduation compared to 2-year graduates (<i>p</i> < 0.001). 3-year graduates with ABP certification had significantly higher graduating mean Milestone ratings averaged over all domains compared to those without evidence of certification (<i>p</i> = 0.003), but 2-year graduates had no significant difference (<i>p</i> = 0.78).</p><p><strong>Conclusion: </strong>This national study of PEM fellows establishes validity evidence for use of year-end Milestones ratings from fellowship within all domains as a potential predictor for achieving ABP certification exam. Fellows from 3-year programs had higher mean Milestones at graduation and higher certification exam pass rates.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70165"},"PeriodicalIF":1.8,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13090164/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147722566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Now I See It-Building Expertise in Ocular Point of Care Ultrasound.","authors":"Michelle S Lee, Aaron Chen, Adrienne L Davis, Mark O Tessaro, Mathew Moake, Michael J Wan, Joshua E Herman, Shannon Willmott, Martin V Pusic, Kathy Boutis","doi":"10.1002/aet2.70163","DOIUrl":"https://doi.org/10.1002/aet2.70163","url":null,"abstract":"<p><strong>Objectives: </strong>Ocular point-of-care ultrasound (O-POCUS) is a valuable tool in the assessment of ocular and neurological conditions. However, there is currently no standardized training or competency assessment for O-POCUS. We evaluated the effectiveness of an O-POCUS image interpretation education intervention on emergency physician diagnostic accuracy. We also determined the rate of skill development, the participant image review processes associated with a correct diagnosis, and the imaging findings associated with diagnostic error.</p><p><strong>Methods: </strong>This was a multicenter prospective cohort study conducted on an online educational intervention for O-POCUS interpretation. Participating emergency physicians deliberately practiced diagnosing 190 unique O-POCUS cases, receiving immediate feedback after every case. They practiced on as many cases as necessary to achieve a pre-defined performance standard.</p><p><strong>Results: </strong>We enrolled 152 emergency physicians and derived 17,944 total case interpretations. From participant initial 25 to final 25 cases, there were learning gains in diagnostic accuracy (+11.3%; 95% CI 9.4, 13.2), sensitivity (+8.6%; 95% CI 6.9, 10.3), specificity (+16.1%; 95% CI 14.5, 17.7), pathology location accuracy (+12.9% 95% CI 10.9, 14.9) and specific pathological diagnosis (+18%; 95% CI 15.2, 20.7). Of the 125 participants with analyzable data, 94 (75.2%) achieved the performance standard in a median of 94 cases (IQR 64, 132) or 29 min (IQR 19.7, 40.7). Participants had lower odds of correct diagnosis when they spent less time reviewing a case (OR = 0.96; 95% CI 0.94-0.98), but higher odds when they were certain of their response (OR = 4.25; 95% CI 3.73-4.84). The imaging findings most at risk of diagnostic error were ocular masses, cataracts, and indicators of raised ICP.</p><p><strong>Conclusions: </strong>This study demonstrates that an online and performance-based education intervention can meaningfully improve O-POCUS image interpretation among emergency physicians and identifies sonographic pathology prone to diagnostic error.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70163"},"PeriodicalIF":1.8,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13090163/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing Medical Care to the Streets: Lessons Learned in Launching a Street Medicine Outreach.","authors":"Christine Shaw, Hanin Ali, Chase Palisch, Catherine Weaver, Erin F Shufflebarger","doi":"10.1002/aet2.70161","DOIUrl":"10.1002/aet2.70161","url":null,"abstract":"<p><strong>Background: </strong>Street Medicine, where healthcare is provided in non-traditional settings, provides care to people experiencing homelessness (PEH). Street medicine has been shown to improve patients' health and decrease Emergency Department visits, making it a cost effective way to provide medical care to PEH.</p><p><strong>Methods: </strong>This paper is based on the SAEM25 didactic session as conducted in Philadelphia, where a panel of providers who are directly involved in street medicine clinics shared their experiences and perspectives on the various designs in practice. These topics included key logistical challenges and solutions, barriers to care and trust building, strategies for fostering sustainable partnerships with community organizations, and options for medical student or resident involvement.</p><p><strong>Results: </strong>The design and unique approach of four different universities across the country was compared and contrasted by a panel of experts, all with experiences working directly with PEH. There are similarly identified barriers to providing care to PEH including location and transportation, financial and food insecurity, and trust between the community and the healthcare system.</p><p><strong>Conclusion: </strong>There are multiple options that exist to provide a framework to create a clinic to support populations of PEH.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70161"},"PeriodicalIF":1.8,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13083216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where Scholarship Falls Short: Assessing Scholarly Productivity in Emergency Medicine Residency Training.","authors":"Alina Tsyrulnik, Katarzyna Gore, Michael Zdradzinski, Nicholas D Hartman, Michelle D Lall, Harsh Sule, M Tyson Pillow, Anne Messman, David K Barnes, Michael Gottlieb","doi":"10.1002/aet2.70167","DOIUrl":"https://doi.org/10.1002/aet2.70167","url":null,"abstract":"<p><strong>Background: </strong>Scholarship is a requirement for Emergency Medicine (EM) residency training. However, there is limited understanding of the rigor and degree to which scholarly requirements are completed by EM residents. The objective of this study was to measure the proportion of residents that met the standards delineated by a newly-proposed rubric for EM resident scholarship assessment.</p><p><strong>Methods: </strong>This was a cross-sectional study of eight diverse EM residency programs. Each program collected data from their residents graduating in 2024 and assessed their scholarly project completion. The assessment utilized a previously-published rubric that evaluates the rigor of a resident's scholarly project based on six criteria: clear goals, adequate preparation, appropriate methods, verifiable results, presentation/dissemination, and reflective critique. Data were de-identified and combined to report the overall rates across programs.</p><p><strong>Results: </strong>A total of 114 residents participated in the study (96.6%), of which 59 residents (52%) fulfilled all of the rubric-defined standards for resident scholarship. Of the six standards, setting clear goals (performed by 61%) and obtaining reflective critique (performed by 71%) proved most difficult to attain. Adequate preparation was done by 84%, methodology by 77%, results by 83%, and presentation by 99%. The median number of projects to fulfill all standards was one (IQR 0). Of the graduates in the eight programs, 45 (39%) presented an abstract at a conference and 31 (31%) published manuscripts during residency.</p><p><strong>Conclusion: </strong>We demonstrated that 48% of graduating residents in this pilot study did not complete the scholarship requirement as assessed by the rubric. This study highlights the need for clearly defined standards and highlights that the increased use of predefined standards for scholarship may enhance the educational value of this graduation requirement for EM residents.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70167"},"PeriodicalIF":1.8,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13079411/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}