AEM Education and Training最新文献

{"title":"Threading the Needle: Competing Contributors to Burnout in Emergency Medicine Residents.","authors":"Emily Steelquist, Max Griffith, Aarti Jain, Joshua Jauregui, Jaime Jordan, Lalena M Yarris","doi":"10.1002/aet2.70267","DOIUrl":"10.1002/aet2.70267","url":null,"abstract":"<p><strong>Background: </strong>Emergency Medicine (EM) residents experience the highest rate of burnout of any specialty. Although there have been many proposed interventions, burnout remains highly prevalent. The purpose of this qualitative study was to explore how EM residents recognize, approach, and recover from burnout in order to inform future efforts to mitigate the burnout epidemic in trainees.</p><p><strong>Methods: </strong>We interviewed 15 PGY 2-4 residents at four American EM residencies in 2023. We applied a grounded theory approach and a constructivist/interpretivist paradigm to explore participants' experiences through interactive dialogue and co-created interpretation. We invited participants to complete an online survey to collect demographics, information about their burnout experiences, and to schedule a virtual 60-min semi-structured interview, which we then transcribed, coded, and analyzed.</p><p><strong>Results: </strong>Analysis revealed three key tensions in the way EM residents experience burnout susceptibility versus recovery: coping by social connection versus withdrawal, perceiving burnout causes as societal versus individual, and seeing solutions to burnout as individual versus societal. Residents described withdrawing from others when experiencing burnout, yet believed that interpersonal connection could alleviate their symptoms. Viewing burnout primarily as the result of societal/organizational factors was protective. Solutions to burnout that felt most empowering to residents were individual. Perceiving burnout as the result of individual choices or seeing the solutions to burnout as requiring societal change worsened trainee distress.</p><p><strong>Conclusions: </strong>Resilience to burnout requires residents to connect when they feel like withdrawing, and to take individual initiative when facing systemic obstacles. The difficulty of holding these intersecting views may explain the persistence of burnout and may prompt future studies to explore how residents who demonstrate these behaviors do so in times of stress.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":"e70267"},"PeriodicalIF":1.6,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13669424/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149216948","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":"A Structured Approach to Integrating Holistic Review Into Rank Order List Construction.","authors":"Richard Austin, Kristin Delfino, Sharon Kim, Robert Tennill, Marit Tweet","doi":"10.1002/aet2.70268","DOIUrl":"10.1002/aet2.70268","url":null,"abstract":"<p><strong>Background: </strong>Residency programs are increasingly seeking to incorporate holistic review into the selection of applicants to interview, but its integration into the creation of the rank order list (ROL) remains less known.</p><p><strong>Objective: </strong>We sought to develop a formula that reflects holistic review of an applicant by incorporating key application elements identified by the residency program and that aligns with the final submitted ROL.</p><p><strong>Methods: </strong>For the 2023-2024 application cycle, the leadership team from a single emergency medicine residency training program identified key attributes that characterized a successful resident. We then created a formula that weighted the identified elements to reflect our standard approach to applicant assessment. After submission of our ROL to the National Resident Matching Program, we compared the formula's performance to that of the final submitted ROL using linear regression.</p><p><strong>Results: </strong>A total of 143 of 160 interviewed applicants placed on the final ROL and were analyzed. Seventeen applicants that were unranked or missing a Standardized Letter of Evaluation were excluded. The regression analysis showed that the rank formula closely approximated the final position on the ROL (<i>β</i> = -14.38, 95% CI 15.94 to -12.83; <i>R</i> ² = 0.69; <i>p</i> < 0.0001). A higher rank score was strongly associated with a lower ROL number, which indicated a more favorable placement.</p><p><strong>Conclusions: </strong>Using a ROL formula may consistently sort applicants post-interview and allow a leadership team to see when an applicant has moved outside their projected range, ensuring standardized placement on the ROL based on predefined attributes. We demonstrated a model that may assist in the comprehensive ranking of our residency applicants by incorporating elements of holistic review.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":"e70268"},"PeriodicalIF":1.6,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13669420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149216923","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":"Educator's Blueprint: Seven Strategies for Turning Peer Review Into Scholarly Growth","authors":"Dayle Davenport,&nbsp;Wendy Coates,&nbsp;Adaira Landry,&nbsp;Jaime Jordan,&nbsp;Michael Gottlieb","doi":"10.1002/aet2.70265","DOIUrl":"10.1002/aet2.70265","url":null,"abstract":"<p>Peer review is central to scholarly publishing and academic advancement in medicine. However, many authors, particularly residents and early-career faculty, receive limited formal training in navigating the peer review process. This Educator's Blueprint provides seven strategies to optimize journal publication success by improving submission quality and reframing rejection as part of the growth process, while also discussing how to build upon the experience to enhance long-term scholarly productivity and impact. These include identifying potential journals, tailoring the manuscript to the target journal, crafting a compelling cover letter, responding to reviewer comments, turning rejection into progress, disseminating findings to broaden reach, and leveraging the experience to build a cohesive scholarly portfolio.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13642983/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149138618","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 a Survey Instrument Grounded in Resident Voice to Measure Key Drivers of Learning in Simulation.","authors":"Nabihah Kumte, Sean M Fox, Annie Rominger, Mark Bullard, Alison Rosser, Kathleen Lowe, Lia Cruz","doi":"10.1002/aet2.70264","DOIUrl":"10.1002/aet2.70264","url":null,"abstract":"<p><strong>Background: </strong>Simulation based education (SBE) is frequently driven by competencies necessary to document progress in residency. These competencies, however, are missing crucial factors that matter to residents. Unfortunately, there is no current validated tool that captures learning experiences grounded in factors that residents voice as important. This study was designed to uncover meaningful resident-derived factors within SBE to inform development of a learner-centered tool and provide educators with actionable information to guide simulation curriculum design and improvement.</p><p><strong>Methods: </strong>An exploratory sequential mixed methods study was deployed within an accredited emergency medicine (EM) residency at an academic center. Resident focus groups were conducted and themes generated through thematic analysis were collected. A survey tool was developed and underwent a content validation process. Pilot deployment was delivered to EM residency programs across the country. Responses were analyzed for demographics, descriptive statistics, and internal consistency.</p><p><strong>Results: </strong>Four major themes emerged, each serving as distinct sections of the tool. The Psychological Safety and Learning Effectiveness theme encompasses meaningful resident engagement. The Integration of Experience and Evidence theme connects SBE to evidence-informed practices. The Learner-responsive Simulation Design theme captures learning principles that emphasize metacognitive maturity. The Clinical Reasoning Structure theme provides insights on translation to practice. Quantitative analysis revealed considerable demographic diversity and range analysis with a variable yet expected spread. Cronbach's alpha demonstrated strong consistency for relevant and academically-based constructs and expected modest consistency for nuanced constructs.</p><p><strong>Conclusions: </strong>A survey instrument grounded in resident voice was developed and positioned to measure key drivers for residents in SBE. This tool demonstrates early evidence of validity, purposeful internal consistency, and feasibility through pilot testing. Simulation educators may use the instrument to identify strengths and gaps within simulation curricula, evaluate the impact of curricular interventions over time, guide resident-informed program improvements, and facilitate benchmarking across institutions.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":"e70264"},"PeriodicalIF":1.6,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13643214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128775","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":"Non-Stop: A Decade of Integrating Health Systems Science Into Emergency Medicine Residency","authors":"Cedric Dark,&nbsp;Sara Andrabi,&nbsp;Vidya Eswaran","doi":"10.1002/aet2.70255","DOIUrl":"10.1002/aet2.70255","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the growing importance of Health Systems Science (HSS), many emergency medicine (EM) residency programs lack a formal, comprehensive curriculum for health policy and advocacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed a longitudinal Health Policy and Advocacy curriculum by mapping core components, based off those originally proposed in the <i>New England Journal of Medicine</i>, to ACGME milestones. The components were refined through expert ranking by physicians attending the ACEP Teaching Fellowship to identify high-yield topics specific to emergency medicine, such as the health care safety net, medical malpractice, and physician reimbursement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The resulting curriculum encompasses six key domains: adverse events, medical errors and malpractice; health care safety net; quality indicators, measures, and outcomes; physician reimbursement; U.S. health care system, financing, and delivery; and the business of emergency medicine. Curricular implementation utilizes several different teaching models, incorporating asynchronous modules, didactic sessions, a coding and billing workshop, and a four-hour mock trial.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Integrating a structured health policy curriculum into EM training provides residents with essential non-clinical skills that are increasingly necessary to effective practice in today's health care environment. This innovation addresses a critical educational gap, preparing residents to become vocal advocates for their patients and the profession.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compassionate Communication During Early Pregnancy Loss: Using Forum Theatre to Train Emergency Medicine Residents","authors":"Maria Brann,&nbsp;Jennifer J. Bute,&nbsp;Kelsey E. Binion,&nbsp;Emilio G. Robles,&nbsp;Andreia B. Alexander,&nbsp;Malia J. Moore","doi":"10.1002/aet2.70260","DOIUrl":"10.1002/aet2.70260","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Compassionate communication is a critical skill when caring for patients experiencing early pregnancy loss (EPL) in the emergency department; however, medical learners often have limited opportunities to practice this skill in a psychologically safe, low-stakes environment before interacting with patients experiencing a loss in the clinical setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The goal of this innovation was to develop a novel simulation experience using forum theatre techniques to enhance empathy, confidence in communicating about loss, and compassionate communication skills of emergency medicine (EM) residents when diagnosing an EPL, delivering the diagnosis, and discussing management options while providing emotional support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using forum theatre (i.e., an experiential learning technique that uses interactive theatre for exploring and performing transformative actions), we developed an innovative training for first-year (PGY-1) and second-year (PGY-2) EM residents to practice compassionate communication strategies. Post-surveys, conducted immediately after the intervention, assessed the training's effectiveness to enhance empathy, demonstrate compassionate communication techniques, and encourage personal reflection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-three PGY-1 and eight PGY-2 EM residents participated in separate training sessions. Survey responses indicated enhanced empathy and confidence, recognition of the importance of addressing patients' emotional needs, awareness of compassionate communication strategies through modeled examples, and reflection of individual communication behaviors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>An innovative, simulation-based training using forum theatre offers learners a structured opportunity to practice and refine compassionate communication strategies. By enhancing EM residents' empathy and confidence in communicating compassionately with patients experiencing EPL, this educational experience offers a novel way to address communication gaps in training and can be easily integrated into existing curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13616817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076141","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":"Using an Automated Evaluation System to Improve Medical Student Evaluation Response Rate and Reduce Administrative Burden","authors":"Chaiya Laoteppitaks,&nbsp;Alisha Agarwal,&nbsp;Jason Gonzalez,&nbsp;Nina Mingioni,&nbsp;Xiao Chi Zhang","doi":"10.1002/aet2.70257","DOIUrl":"10.1002/aet2.70257","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Email reminders facilitate timely task completion but can create substantial administrative burdens for clerkship staff. In our emergency medicine (EM) clerkship, third-year medical students initiate digital evaluation requests after each clinical shift, requiring frequent manual reminders to maintain completion rates. The time-intensive nature of this process highlights the need for a more efficient and scalable approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This multi-site, pre-post study evaluated clinical performance evaluation completion rates and time to completion during the required EM clerkship over 48 weeks before and after implementation of an automated reminder system in September 2024. The system integrated existing survey functionality with Microsoft Excel and Microsoft Power Automate to track evaluation requests and completion and generate reminders every 2 days for up to 28 days. Primary outcomes were evaluation completion rate and time to completion. A theoretical cost analysis compared estimated personnel costs of the manual reminder process, based on administrator time and median salary estimates, with projected programming development and maintenance costs over 3 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 5747 evaluations were sent during this period to attending and resident evaluators. Overall completion rate rose modestly post-intervention (71.4% to 75.1%, <i>p</i> &lt; 0.001), with attending evaluation rate demonstrating greater improvement from 73.9% to 81.6% (<i>p</i> &lt; 0.001). Conversely, both resident (median 2.67 to 3.98 days) and attending completion time increased (median 2.59 to 2.74 days), <i>p</i> = 0.002. Based on the state salary estimates and our institutional experience, the automated approach could yield estimated net savings of $2850 in the first year and $9560 over 3 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Automated reminders improved evaluation completion but did not improve timeliness of completion, which may not translate into meaningful formative benefits if feedback is delayed. Further studies should focus on the impact on cognitive burden and evaluation quality before large-scale automated systems can be optimized and sustainably integrated into medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13601847/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041115","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":"One Communication Competency Is Not One-Size-Fits-All: Rethinking Communication Competency for Older Adults in Emergency Medicine","authors":"Yulianti","doi":"10.1002/aet2.70258","DOIUrl":"10.1002/aet2.70258","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Procedural Confidence Among Graduating Emergency Medicine Residents: Implications for Training and Assessment of Clinical Readiness","authors":"Shaila Quazi,&nbsp;Patrick Olivieri,&nbsp;Andrew Mittelman,&nbsp;Ryan Walsh,&nbsp;Holly Stankewicz,&nbsp;Joshua Davis,&nbsp;Michela Stephens,&nbsp;Moira Davenport,&nbsp;Martin P. Wegman,&nbsp;Michael Gottlieb","doi":"10.1002/aet2.70256","DOIUrl":"10.1002/aet2.70256","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The current numerical standards for procedural competency in Emergency Medicine (EM) lack strong evidentiary support. In the absence of more validated competency standards, self-reported confidence has been used as a learner-centered measure of perceived procedural readiness. Characterizing procedural confidence, patterns across procedures, and factors associated with confidence may help inform improvements in residency curricula and assessment.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;To characterize self-reported confidence in key emergency medicine procedures, identify patterns across procedures, and examine associated residency program factors among graduating EM residents.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A cross-sectional survey of graduating EM residents was conducted in June 2025, from 20 programs recruited to be intentionally diverse. The survey underwent content and response-process validity assessment and pilot testing before distribution. Residents rated their confidence in 17 essential EM procedures using a 5-point Likert-based scale; program contacts provided program-level characteristics through a separate questionnaire. Survey data was analyzed to determine procedure-specific confidence levels and examine associations between overall procedural confidence and select program characteristics. Additionally, hierarchical clustering was used to identify patterns of confidence across procedures.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 103 residents (41%) from 20 programs completed the survey. Confidence was highest for intubation (100%) and central line placement (98.1%), and lowest for pericardiocentesis (33.0%). Program-level variables, including program length and emergency department volume, were not significantly associated with confidence. Hierarchical clustering identified three broad domains of procedural confidence: critical invasive procedures, core procedural skills, and resuscitation procedures.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Graduating residents reported near universal confidence in performance of select skills, but meaningful confidence gaps remained for rare procedures and some core procedures. Procedural confidence clustered into clinically recognizable domains, while examined program characteristics were not consistently associated with confidence. These findings identify potential targets for curricular and assessment efforts while reinforcing that self-reported confidence should complement, rather than replace, objective measures","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Career Development in Pediatric Emergency Medicine Fellowships: A Qualitative Study","authors":"Andzelika Dechnik,&nbsp;Kavya Prasad,&nbsp;Jessica Ashley,&nbsp;Erin Hannon,&nbsp;Trishell Simon,&nbsp;Lauren S. Chernick,&nbsp;Cindy G. Roskind","doi":"10.1002/aet2.70262","DOIUrl":"10.1002/aet2.70262","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Effective career development guidance during fellowship is essential to prepare pediatric emergency medicine (PEM) fellows for diverse career paths. However, little is known about how PEM fellowships structure and deliver career development support. Our objectives were (1) To describe how PEM fellowship Program Directors (PDs) provide career development support to their fellows and (2) To explore how PEM junior faculty (JF) experienced career development during fellowship and how the process could be optimized.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this qualitative study, we recruited PEM PDs and JF for semi-structured 1:1 interviews, purposively sampling across United States geographic regions and program sizes. We developed an interview guide to explore perceptions of career development. Interviews were audio-recorded, transcribed, coded, and analyzed thematically to identify key themes in PEM fellowship career development. Participants completed a survey collecting demographic data and information on fellowship career development curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We conducted 39 interviews (20 PDs and 19 JF) and identified 12 themes across four career development domains: exploration and niche development, academic versus non-academic careers, mentorship, and transition to employment. PDs described individualized career development opportunities, whereas JF expressed a desire for more explicit structure and early scaffolding around niche exploration and mentorship assignment. Both groups noted a strong emphasis on academic careers, with limited exposure to non-academic pathways. Job search preparation included guidance on applications and networking, but JF described less clarity around hiring timelines, negotiation, and contracts. Across domains, participants highlighted that fellow initiative is required to drive their career development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By integrating both PD and JF perspectives on career development, this study identifies a dynamic interplay between program support and fellow initiative. Earlier scaffolding, specifically in niche exploration and mentorship, broader exposure to diverse career pathways, and greater transparency in job search preparation may strengthen how career development is provided during PEM fellowship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}