AEM Education and Training最新文献

{"title":"Differences in language used to describe racial groups in emergency medicine standardized letter of evaluation","authors":"Felisha Gonzalez MD, Laura Welsh MD, Johanna Caicedo MD, Avery Clark MD, Ijeoma M. Okafor MPH, Kerrie P. Nelson PhD, Sula Frausto, Emily C. Cleveland Manchanda MD, MPH","doi":"10.1002/aet2.70054","DOIUrl":"https://doi.org/10.1002/aet2.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>According to program directors in emergency medicine (EM), the standardized letter of evaluation (SLOE) is the most important component of the EM residency application. Understanding possible biases in SLOE language is critical for an equitable review process. Past studies have shown differences in the way medical students are described in narrative evaluations by race and gender; however, research on SLOE narratives has been limited to gender. This study seeks to evaluate narrative linguistic differences in applicant SLOEs by race.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This is a narrative analysis of all U.S. MD and DO SLOEs from applicants to the study institution in the 2022 application cycle. We used Linguistic Inquiry and Word Count (LIWC) to complete two analyses. Analysis 1 used frequency of words within 19 categories to evaluate differences between underrepresented minorities in medicine (URiM) and non-URiM applicants and within racial subgroups. Analysis 2 used LIWC to evaluate dichotomous use of 21 key words in these same groups. Linear mixed models were performed for each of the outcomes to evaluate for associations between URiM/non-URiM status or racial subgroup and each outcome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 809 unique applicants, 18.3% identified as URiM, 57.5% identified as White, 17.4% identified as Asian, 10% identified as Latinx, and 6.3% identified as Black. The analysis revealed applicants who are Black contained on average 0.537 (SE 0.154, Bonferroni-adjusted <i>p</i> = 0.010) percentage points more communal words when compared to White applicant SLOEs. URiM applicants had 0.322 percentage points more communal words (SE 0.102, Bonferroni-adjusted <i>p</i> = 0.030) compared to non-URiM SLOEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Applicants who were URiM or Black were more likely to be described with communal words than their peers. URiM applicants had twice the amount of empathic words in their SLOEs when compared to their non-URiM peers; however, this finding did not meet statistical significance (<i>p</i> = 0.053). Our study demonstrates that students who are URiM or Black are more likely to be described with language that, in STEM literature, has been associated with decreased hireability. This pattern may reflect the use of coded language in evaluations, which could hinder advancement of URiM residents and impact diversity in our field. These findings highlight the need for residency program directors and educators to critically examine evaluation language and implement strategies to ensure equitable assessment practices.</","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085391","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":"Comparison of direct laryngoscopy and digital intubation with and without bougie assistance in novice learners: A simulation-based study","authors":"Bjarni Dagur Bakkmann Thordarson BS,&nbsp;Nils Danielsson MD,&nbsp;Eric Contant MD,&nbsp;Hjalti Mar Bjornsson MD","doi":"10.1002/aet2.70053","DOIUrl":"https://doi.org/10.1002/aet2.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Endotracheal (ET) intubation is a common emergency procedure generally done with direct laryngoscopy (DL). Digital intubation (DI), which uses blind finger guidance to manipulate the ET tube, is rarely used but is useful if secretions block the view or a laryngoscope is not available. DI can also be done bougie-assisted. This study aimed to compare three different approaches to intubation in simulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Medical students without prior airway training were invited to participate in this simulation study on an airway manikin. Participants viewed brief instructional videos on three different methods—DL, DI, and bougie-assisted DI—and performed three attempts with each method in a randomized order. Data were collected for the rate of successful intubations, the timing to intubation, and dental trauma.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-one medical students performed 459 attempts at intubation on a manikin. On the third attempt, the trachea was successfully intubated in 65% of the attempts using DL, 53% with DI, and 90% with bougie-assisted DI. At the last attempt, the time to intubation was 35 (±16) s for DL, 28 (±10) s with DI, and 44 (±30) s with bougie-guided DI. Dental trauma was less frequent with DI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Ninety percent of medical students successfully intubated a manikin on the third attempt when using a bougie to guide DI. A bougie-guided DI could be more likely to result in successful ET intubation than DL for those without sufficient training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949972","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":"A nationwide survey of point-of-care ultrasound utilization in academic versus nonacademic general emergency departments","authors":"Catriana R. Thorne,&nbsp;Colin Shaughnessy,&nbsp;Lindsay Adelson MD,&nbsp;David Cannata,&nbsp;Emily Orosco,&nbsp;Katie Rong MD,&nbsp;Regina Kostyun PhD,&nbsp;Meghan Kelly Herbst MD","doi":"10.1002/aet2.70051","DOIUrl":"https://doi.org/10.1002/aet2.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Despite mandatory point-of-care ultrasound (PoCUS) training in residency, utilization varies across emergency departments (EDs). We sought to characterize PoCUS utilization patterns in the United States, specifically comparing academic to nonacademic settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A nationwide cross-sectional survey was conducted from March to November 2024, targeting general EDs open 24/7. Site directors completed a 15-question survey on PoCUS use, workflow, and billing. Academic EDs (those with emergency medicine residents or ultrasound fellows) were compared to nonacademic EDs. Regular PoCUS use for a physician was defined as using two or more applications at least once per week; regular PoCUS use for an application was defined as at least one scan per week. A strong workflow required image storage to Picture Archiving and Communication System/Middleware and physician review. Differences in PoCUS utilization, workflow, and billing were analyzed using chi-square, Mann–Whitney <i>U</i>, and unpaired <i>t</i>-tests. Correlations between study variables and ED academic status were assessed using Pearson's and Spearman's coefficients. Odds ratios (ORs) measured the strength of associations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 664 invited EDs (15.3% of all U.S. EDs), 423 completed surveys (63.8% response rate) from all 50 states and Washington, DC. Academic EDs (<i>n</i> = 220) were more likely to own four or more ultrasound machines (54.1%) compared to nonacademic EDs (54.2% owned ≤1, <i>p</i> &lt; 0.001). More physicians performed ultrasound regularly at academic sites (58.7% ± 28.1%) versus nonacademic sites (46.7% ± 27.2%, p &lt; 0.001), but there was no association between recent residency training and ultrasound utilization (<i>r</i> = −0.008, <i>p</i> = 0.875). Academic EDs had stronger workflow integration (OR 3.9, 95% confidence interval [CI] 2.6–5.9, <i>p</i> &lt; 0.001) and were more likely to bill for PoCUS (OR 3.8, 95% CI 2.4–6.0, <i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>PoCUS utilization is lower in nonacademic EDs, with suboptimal workflows and fewer billing practices. Addressing these disparities may enhance PoCUS implementation and improve patient care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949971","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":"The effects of overcrowding, boarding, and physician-in-triage on resident education: A scoping review","authors":"Jeffery Hill MD, MEd,&nbsp;Grace Hickam MD, MEHP,&nbsp;Jazmyn Shaw MD,&nbsp;Joel Moll MD,&nbsp;John W. Cyrus MLIS,&nbsp;Sally A. Santen MD, PhD,&nbsp;Michael Gottlieb MD","doi":"10.1002/aet2.70040","DOIUrl":"https://doi.org/10.1002/aet2.70040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency department (ED) overcrowding and boarding has been shown to have negative effects on patient care. However, there has been less focus on the effects of overcrowding and boarding on resident education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a scoping review to map the current literature on the educational effects of ED overcrowding, summarizing the current research findings and identifying gaps for future research. We sought to answer (1) How is overcrowding defined by individual studies? (2) What educational outcomes have been studied in overcrowding and how have they been measured? (3) What are the educational effects of physician-in-triage (PIT) care models? (4) What educational responses have been initiated in response to ED overcrowding? and (5) What are the effects of those educational responses? We searched Medline, Embase, ERIC, MedEdPortal, Web of Science, and Google Scholar. Two authors independently extracted data. All authors performed quantitative and qualitative synthesis, consistent with best practice recommendations for scoping reviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The initial search strategy identified 2570 articles, with 14 articles meeting inclusion criteria. The literature found perceptions of a negative impact of overcrowding and boarding on resident education. However, these negative perceptions have not consistently translated to demonstrably negative educational outcomes. Educational outcomes assessed include measures of resident productivity, procedural experience, in-training examination scores, and perceived measures of teaching quality and educational value. Several studies assessed the impact of PIT models finding changes in the type and volume of patients seen by residents as a result.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This scoping review summarizes the existing literature assessing the educational impact of ED overcrowding and boarding as well as PIT models. The review provides context and insights for future research into these effects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944684","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":"Evaluating the role of traditional and nontraditional educational resources in point-of-care ultrasound training: A cross-sectional survey of educator preferences and practices","authors":"Arthur Broadstock MD,&nbsp;Annahieta Kalantari DO, MEd,&nbsp;Almaz S. Dessie MD,&nbsp;Al’ai Alvarez MD,&nbsp;Resa E. Lewiss MD,&nbsp;Josie Acuna MD,&nbsp;Anthony Weekes MD, MSc,&nbsp;Kaylah Maloney MD,&nbsp;Uwe Stolz PhD, MPH,&nbsp;Lori Stolz MD,&nbsp;Aalap Shah MD","doi":"10.1002/aet2.70039","DOIUrl":"https://doi.org/10.1002/aet2.70039","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recently, nontraditional educational resources like podcasts, blogs, and online media have gained prominence in medical education and are abundant within the field of point-of-care ultrasound (POCUS). However, the extent to which POCUS educators utilize online resources compared to traditional resources, like textbooks, journal articles, and in-person workshops, is unknown. We aim to define which types of educational resources are used and preferred by POCUS educators to teach trainees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An expert working group developed a survey aimed to characterize the types of materials used by POCUS educators and their perceived importance on a 6-point forced ranking scale. We administered the survey to POCUS educators at the 2023 Society for Clinical Ultrasound Fellowships conference. Responses were analyzed using random-effects regression analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixty-two participants completed the questionnaire. In-person workshops (mean importance 5.1, 95% confidence interval [CI] 4.8–5.4) and online media (mean importance 4.8, 95% CI 4.4–5.1) were ranked as the most important resources for POCUS education overall, though not statistically different from each other (<i>p</i> &gt; 0.001). Journal articles (mean importance 3.4, 95% CI 2.2–4.6), eBooks (mean importance 2.9, 95% CI 1.4–4.4), and podcasts (mean importance 2.8, 95% CI 1.5–4.1) were found to be of moderate importance and were not statistically different from each other. Respondents reported that textbooks were of least importance (mean importance 2.1, 95% CI 0.7–3.5).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>POCUS educators view nontraditional educational materials with great importance, though in-person workshops remain the mainstay of POCUS education. POCUS educators utilize nontraditional educational materials and consider them more important than textbooks within POCUS curricula.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925865","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 skill retention in transvenous pacer placement among emergency medicine physician trainees","authors":"Christopher D. Thom MD RDMS,&nbsp;Kathryn Mutter MD,&nbsp;James Martindale PhD,&nbsp;Vanessa Khoury MD,&nbsp;Margaret Sande MD","doi":"10.1002/aet2.70042","DOIUrl":"https://doi.org/10.1002/aet2.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Transvenous cardiac pacing (TVP) is a life-saving intervention that is infrequently performed in emergency medicine (EM). While competency can be achieved through dedicated procedural training, the longevity of skill retention in TVP placement has not been well demonstrated. Our study sought to assess retention of procedural skills among EM resident physicians following an immersive TVP training simulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>EM residents at a single academic tertiary care center participated in an immersive TVP training session using a high-fidelity simulator. The paradigm of deliberate practice was used to establish competency in the procedure, which was defined by success on a previously published checklist. Immediately following the training, each resident was tested on the checklist and a Global Rating Scale (GRS; 0–100). Three faculty raters assessed resident performance on these instruments. Inter-rater reliability (IRR) was assessed using the intraclass correlation coefficient. Competency in TVP placement skill retention was then reassessed at 3 months. The paired-samples <i>t</i>-test was used to evaluate the difference in performance between the time intervals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-one EM resident physicians participated in the study, with 25 completing the 3-month follow-up assessment. Immediately following the workshop, the mean (±SD) score on the 0–30 checklist was 29.7 (±0.51), while the mean score on the GRS was 98.3 (±1.9). At 3-month follow-up, the mean (±SD) score on the checklist decreased to 21.6 (±5; <i>p</i> &lt; 0.001), and GRS was 75.4 (±19.7; <i>p</i> &lt; 0.001). IRR between raters was 0.81 for the GRS and 0.75 for the checklist score, indicating excellent agreement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Decay of skills in transvenous pacemaker placement was apparent at 3 months following initial baseline competency demonstration after an immersive training session. These findings may help inform TVP procedural teaching frequency for EM resident trainees.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925772","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":"Beyond diversity recruitment: Next steps to ensure that underrepresented emergency medicine residents thrive","authors":"Rosemarie Diaz MD, MPH,&nbsp;Adam McFarland MD,&nbsp;Ryan Tsuchida MD,&nbsp;Tanesha Beckford MD,&nbsp;Sandra Coker MD,&nbsp;Jeremy Collado MD,&nbsp;Arthur Pope MD, PhD,&nbsp;Jeffrey I. Schneider MD,&nbsp;Alden Landry MD, MPH,&nbsp;Teresa Y. Smith MD, MSEd,&nbsp;Jessica Faiz MD, MS","doi":"10.1002/aet2.70037","DOIUrl":"https://doi.org/10.1002/aet2.70037","url":null,"abstract":"<p>A diverse workforce in emergency medicine (EM) aims to improve patient care by addressing racism in health care, increasing representation in medicine, and improving the quality of training for all residents. Many EM residency programs have launched recruitment efforts to attract residents from diverse backgrounds. However, recruitment efforts only represent the first step in building a culturally responsible workforce. Trainees who are underrepresented in medicine must be welcomed into an inclusive training environment that has been thoughtfully constructed before they arrive. This type of supportive environment can be achieved by shifting away from majority-serving ideals and building an informed infrastructure that functions to help all trainees succeed. We expand upon challenges and areas of opportunity at the individual, departmental, and institutional levels and describe common pitfalls when trying to create inclusive spaces for residents including lack of vision alignment, inadequate financial investment, and performative allyship. We also propose strategies that focus specifically on actionable changes that residency program, departmental, and institutional leadership can implement to mitigate these challenges.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925771","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":"Trends in parallel application to emergency medicine residency between 2009 and 2023","authors":"Udoka Oji MD,&nbsp;Samuel Bunting MD,&nbsp;Nitin Vidyasagar BS,&nbsp;Emily Jameyfield MD, MHPE,&nbsp;Paul Kukulski MD, MHPE","doi":"10.1002/aet2.70043","DOIUrl":"https://doi.org/10.1002/aet2.70043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The residency match can be a stressful and costly period for applicants. A notable portion of applicants choose to apply to multiple specialties during the residency match process, known as “parallel applying.” This study investigated the trends in parallel applications among emergency medicine (EM) residency applicants from 2009 to 2023.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This is a retrospective analysis on data obtained from the Association of American Medical Colleges (AAMC) Electronic Residency Application System (ERAS). The data set comprised applicants who applied either exclusively to EM or to EM in combination with other specialties. Variables analyzed included the number of applications submitted and the frequency of parallel applications across different applicant groups including international medical graduates (IMGs), U.S. international medical graduates (USIMGs), and graduates from U.S. allopathic and osteopathic institutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study included 64,095 applicant records corresponding to 57,572 unique individuals. The percentage of applicants to EM residency parallel applying decreased between 2009 (62.0%) and 2020 (43.0%) but subsequently increased through 2023 (62.6%). The total number of applications submitted by both single-specialty and parallel applicants increased over the same period. The mean number of applications to EM programs by parallel applicants rose significantly, reflecting a broader trend of increasing application volumes across all applicant groups while the proportion of applications that were to EM programs decreased, especially following 2021.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The trend of parallel applying among EM residency applicants slowly decreased from 2009 to 2021 and then increased through 2023, with the trend largely driven by an increase in the proportion of IMG applicants who were parallel applying. Understanding the motivations and impacts of parallel applications is crucial for developing strategies to support applicants and improve the matching process. Further research is needed to explore the factors influencing these trends and to inform policy and advising practices in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925869","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":"Emergency departments are part of the maternal health solution: Findings from piloting an educational toolkit in Illinois","authors":"Katherine A. Craemer MPH,&nbsp;Lauren Sayah MPH,&nbsp;Emilie Glass-Riveros MA,&nbsp;Cara J. Bergo PhD,&nbsp;Autumn Mels DNP,&nbsp;Roma Allen DNP,&nbsp;Diedra Stewart MSN,&nbsp;Stacie E. Geller PhD","doi":"10.1002/aet2.70046","DOIUrl":"https://doi.org/10.1002/aet2.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In Illinois, an average of 88 pregnant and postpartum individuals died annually from 2018 to 2020. Of these, 66% had at least one emergency department (ED) visit. To improve maternal health outcomes, the Illinois Maternal Mortality Review Committees recommended ED education on obstetric care, mental health conditions, and substance use disorders (SUD).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>From January 1, 2023, to June 30, 2024, the Maternal Health Emergency Department Toolkit (Toolkit) training was piloted in six diverse Illinois hospitals. The Toolkit's effectiveness was evaluated using electronic medical record (EMR) data to assess changes in practice within the ED.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 281 (63%) ED providers and staff completed the training. From pre- to post-pilot, EMR documentation of pregnancy or postpartum status in female patients of reproductive age increased from 56.4% to 83.4%, and screening pregnant and postpartum patients for mental health or SUD rose from 52.2% to 69.6%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The Toolkit is an evidence-based training of educational modules that led to positive changes in ED provider and staff's practice when caring for pregnant and postpartum patients. By fostering education, engagement, and collaboration, the Toolkit has the potential to play a key role in helping reduce maternal mortality and morbidity in Illinois. The Toolkit is now available statewide for all Illinois EDs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925864","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 primer on creating a rank order list for medical students applying to residency","authors":"Adaira I. Landry MD, MEd,&nbsp;Wendy Coates MD,&nbsp;Michael Gottlieb MD","doi":"10.1002/aet2.70052","DOIUrl":"https://doi.org/10.1002/aet2.70052","url":null,"abstract":"<p>In 2024, over 50,000 applicants submitted their rank order list (ROL) to the National Resident Matching Program (NRMP, The Match), which uses these rankings to match candidates with residency programs. Recent years have shown that many applicants find emergency medicine (EM) a desired speciality. In 2024 and 2025, 95% and 98% of EM residency spots were filled, respectively. To match, applicants must understand every aspect of the application process, including rank order strategies. The ROL is an essential step in the residency application process where applicants rank programs based on personal and professional priorities. Applicants weigh both tangible factors—such as program size, location, and salary—and intangible factors—such as work–life balance, faculty support, and the overall “feel” of a program. Virtual interviews have limited opportunities to assess both tangible and intangible factors hindering the more comprehensive evaluation EM applicants previously had with in-person interviews. We offer strategic advice to medical students and their mentors, on an approach to creating a ROL, evaluating the intangible and tangible aspects of each program, additional considerations for less common scenarios, and effective communication with program directors.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925866","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}