AEM Education and Training最新文献

{"title":"A descriptive analysis of emergency medicine residency scholarly tracks faculty workforce","authors":"Amy Mariorenzi MD,&nbsp;Allison Beaulieu MD, MAEd,&nbsp;Seth Lotterman MD,&nbsp;Vytas Karalius MD,&nbsp;Emad Awad PhD,&nbsp;Arlene Chung MD, MACM,&nbsp;Jaime Jordan MD, MA","doi":"10.1002/aet2.70002","DOIUrl":"https://doi.org/10.1002/aet2.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Scholarly tracks typically consist of longitudinal subspecialty-specific curricula and mentorship for residents. Roughly one in five emergency medicine (EM) residency programs offer scholarly tracks, allowing residents to explore a niche and develop skills to prepare them for their future careers. There is limited information on the faculty workforce that leads scholarly tracks. Our objective was to understand the workforce characteristics of EM track leaders, specifically their effort and compensation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed a cross-sectional survey study of EM scholarly track leaders who were identified by reviewing program websites and directly contacting program coordinators. Participants completed an electronic survey consisting of multiple-choice and completion items. We calculated descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There were 112 of 276 (40%) track leaders who completed the survey, including 63 (57.3%) males and 47 (42.7%) females. The mean (±SD) age was 42.6 (±7.5) years. A majority (62.5%) had completed fellowship. Participants supervise a mean of 2.6 residents per year and spend a median (range) of 7.6 (4–10.7) hours per month on track activities. A total of 57.1% of participants received no compensation for their role. Nonmonetary benefits included career satisfaction (87.6%), intellectual stimulation (76.4%), departmental recognition (41.6%), and increased scholarly productivity (33.7%). Overall, 71.7% of faculty track leaders would recommend the role to a colleague.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study characterizes the current EM scholarly track leader workforce in terms of demographics, activities, time and effort, and compensation. It sheds light on this key educational role and on the opportunity to provide better support to faculty track leaders. These results may inform decision making of current and would-be scholarly track leaders as well as institutional leadership.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456051","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":"Ready, or not? A qualitative study of emergency medicine senior residents’ perspectives on preparing for practice","authors":"Max Griffith MD,&nbsp;Alexander Garrett MD,&nbsp;Bjorn K. Watsjold MD, MPH,&nbsp;Joshua Jauregui MD,&nbsp;Mallory Davis MD, MPH,&nbsp;Jonathan S. Ilgen MD, PhD","doi":"10.1002/aet2.70005","DOIUrl":"https://doi.org/10.1002/aet2.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The transition from residency to unsupervised practice challenges doctors to adapt to new environments and responsibilities. Past work has focused on how physicians acclimate to their new roles, raising questions about how residents might think proactively about transitions while still in training. This study explores senior emergency medicine (EM) residents’ perspectives on preparedness for unsupervised practice and how they draw from training experiences to assess their evolving sense of preparedness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The authors used a constructivist grounded theory approach, inviting all fourth-year EM residents from two residency programs to participate in semistructured interviews. Participants were asked to reflect on their preparedness for entering unsupervised practice and to imagine scenarios for which they felt unprepared. Two authors coded line by line using constant comparison, organizing data into codes and categories. The research team met to discuss relationships between codes, developing themes to theorize about the phenomenon of interest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixteen residents were interviewed. The authors identified two overarching categories of themes. First, participants described individualized conceptualizations of preparedness, constructed from past workplace experiences and those they anticipated they would have in unsupervised practice. These conceptualizations emphasized drawing confidence from experience and developing adaptability to manage the uncertainties of medical practice. The second overarching category involved participants’ efforts to gauge their own preparedness. To do so, they used interactions with others to assess their readiness to manage <i>specific</i> problems and made holistic appraisals across multiple experiences to assess their <i>overall</i> preparedness for unsupervised practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Trainees draw from past experiences to forecast their abilities to manage the inevitable uncertainties of unsupervised practice. These conceptualizations of preparedness reflect a capability approach to training, with informed confidence and dynamic self-appraisal. These findings suggest potential learning goals of senior trainees and considerations for medical educators to consider when fostering trainees’ capabilities for unsupervised practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456053","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 waiting room","authors":"Victor N. Oboli MD,&nbsp;Deleteh Bank MD","doi":"10.1002/aet2.70004","DOIUrl":"https://doi.org/10.1002/aet2.70004","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456052","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 shadow that follows","authors":"Victor N. Oboli MD,&nbsp;Deleteh Bank MD","doi":"10.1002/aet2.11063","DOIUrl":"https://doi.org/10.1002/aet2.11063","url":null,"abstract":"<p>This poem is a poignant exploration of mortality, grief, and the human experience. Written years ago after witnessing the loss of a patient in the emergency room, it confronts the sudden and devasting event of death as an individualized, willful entity and its impact while capturing the fragility of life and death's inevitability.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423510","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 role of tele-ultrasound for real-time remote guidance for femoral nerve blocks in the emergency department","authors":"Simanjit K. Mand MD,&nbsp;Jessica Koehler MD,&nbsp;Jessica R. Baez MD,&nbsp;Patrick G. Minges MD,&nbsp;Lori A. Stolz MD, RDMS","doi":"10.1002/aet2.11053","DOIUrl":"https://doi.org/10.1002/aet2.11053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>The use of point-of-care ultrasound (POCUS) is integral to the practice of emergency medicine, particularly for procedural guidance. While simulated repetitions can aid in educating physicians in rare or difficult procedures, they cannot replace the need for real-time supervision and guidance especially when a learner is performing a procedure on a patient for the first time. However, procedural experts may not be immediately available in many clinical environments. We present a framework for a tele-ultrasound protocol for use with femoral nerve blocks in which expert proceduralists can be readily available to assist with ultrasound-guided procedures with ease and accessibility.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423529","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":"Factors associated with performance on the emergency medicine qualifying examination","authors":"Sally A. Santen MD, PhD,&nbsp;Yvette Calderon MD, MS,&nbsp;Earl Reisdorff MD,&nbsp;Mary M. Johnston PhD,&nbsp;Kevin B. Joldersma PhD,&nbsp;Theodore Corbin MD,&nbsp;Chadd K. Kraus DO, MPH, DrPH,&nbsp;Dowin Boatright MD, MBA, MHS","doi":"10.1002/aet2.11065","DOIUrl":"https://doi.org/10.1002/aet2.11065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Board certification standards exceed the baseline requirements for state licensure, assuring the public that specialists demonstrate additional clinical skills, knowledge, and professional behavior to provide safe and high-quality specialty care. The objective of this study was to determine what physician factors (e.g., gender, age, race/ethnicity, medical school training, and other factors) were associated with the American Board of Emergency Medicine qualifying examination (QE) performance and pass rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a national retrospective, observational, cross-sectional study exploring factors associated with the QE. Subjects were physicians who graduated from accredited emergency medicine (EM) categorical residency programs who took the QE for the first time in 2017, 2018, or 2019. A series of multilevel models was used to examine if physician characteristics were related to score and passing the QE. Relative risks were calculated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There were 6174 EM graduates, 2118 of whom were women and 588 who were underrepresented in medicine (URiM) physicians. Controlling for other variables, in-training examination (ITE) scores and medical doctor (MD) degrees were positively related to mean QE scores, whereas age, 3-year programs, URiM, and male gender were negatively related to mean QE scores. The QE pass rate was 94%, 95% for non-URiM and 86% for URiM. Results of the full model indicated ITE score, age, URiM, gender, MD degree, and residency program format were significantly related to performance on the QE. In the final model, passing the QE was positively related to ITE scores and negatively related to age and URiM. After other variables were controlled for, the adjusted risk ratio for URiM was 0.94.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Several factors were associated with decreased pass rates on the ABEM QE including ITE scores, older age, and URiM, although the risk ratios were small.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423533","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":"Reducing physical assaults on residents through implementation of project BETA: Best practices in the evaluation and treatment of agitation","authors":"Lynn Roppolo MD,&nbsp;Joshua L. Choe,&nbsp;Luke Beyer MD,&nbsp;Garrett Blumberg MD,&nbsp;David W. Morris PhD,&nbsp;Jeffery Metzger MD,&nbsp;Jedidiah Leaf MD,&nbsp;Gilberto Salazar MD,&nbsp;Deborah Bishop-Penn,&nbsp;A. J. Kirk MD,&nbsp;Christine Ramdin PhD,&nbsp;Fuad Khan MD","doi":"10.1002/aet2.11064","DOIUrl":"https://doi.org/10.1002/aet2.11064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and objectives</h3>\u0000 \u0000 <p>We created a multitude of initiatives that were in line with the principles of the BETA (Best Practices in the Evaluation and Treatment of Agitation) guidelines to determine if these initiatives would reduce the physical assault rate by patients on emergency medicine (EM) residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted three cross-sectional surveys of our EM residents (PGY-1 to -3) to determine the incidence of physical assaults by agitated patients at a large county hospital emergency department. These were primarily anonymous REDCap surveys and were administered at the following intervals: (1) pre–BETA initiative implementation, (2) approximately 12 months after implementation, and (3) 5 years postimplementation. Unfortunately, the in-person deescalation, self-defense, and simulation training were canceled 2 years prior to the last survey due to COVID-19. The second survey only looked at the incidence of physical assaults during the prior 6 months whereas the other two surveys evaluated the incidence of physical assaults since starting residency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The survey response rates for the three REDCap surveys were 76% (50/66), 80% (53/66), and 71% (49/69), respectively. The percentage of EM residents who were physically assaulted per survey period were as follows: preimplementation cumulative assaults 28% (14/50), 12 months after implementation for 1 full academic year 11.3% (6/53), and postimplementation cumulative assaults during residency 5 years later 30.6% (15/49). The two independent-samples proportions tests comparing the number of physical assaults <i>before</i> and approximately 12 months <i>after</i> all of these initiatives were implemented was significant (<i>p</i> = 0.032).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>An education and training curriculum designed to improve EM residents’ ability to manage agitated patients may reduce the incidence of physical assaults on them by patients in their care. However, the decrease in physical assaults after these initiatives followed by the increase in physical assaults experienced after the COVID-19 pandemic are most likely multifactorial.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423531","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":"The standardized letter of evaluation (SLOE) in emergency medicine: The internal validity of the SLOE 2.0","authors":"Alexandra Mannix MD,&nbsp;Cullen B. Hegarty MD,&nbsp;Sharon Bord MD,&nbsp;Thomas Beardsley MD,&nbsp;Sandra Monteiro Ph.D.,&nbsp;Alai Alvarez MD,&nbsp;Teresa Davis MD,&nbsp;Katarzyna Gore MD,&nbsp;Melissa Parsons MD,&nbsp;Aman Pandey MD,&nbsp;Sara M. Krzyzaniak MD,&nbsp;Michael Gottlieb MD","doi":"10.1002/aet2.70000","DOIUrl":"https://doi.org/10.1002/aet2.70000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The standardized letter of evaluation (SLOE) is a crucial component of emergency medicine (EM) residency applications. Initially developed in 1995 and revised to electronic SLOE (eSLOE) 2.0, this tool aims to provide a standardized evaluation of medical students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aimed to conduct internal validation by analyzing the distribution and correlation of scores in eSLOE 2.0 and identify any ranking skew.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A multi-institutional cross-sectional study conducted using eSLOE 2.0 data from applicants to five geographically diverse U.S. EM residency programs during the 2022–2023 application cycle. Data from 2891 eSLOE 2.0 s across 1633 applicants were analyzed using descriptive statistics, chi-square, and Spearman's rho.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Scores for all questions were moderately left-skewed. The mean scores for all part B questions were above 4.0. Strong correlations were found between part A and B scores with anticipated guidance (AG) and rank list (RL) positions. The AG had a higher correlation with RL positions than grades. The mean RL score indicated that the average student fell between the middle and top thirds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study demonstrates left skew in eSLOE 2.0 scoring, including a higher prevalence of scores in the fully and mostly entrustable ranges for part A and the consistently high scores in part B.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423535","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":"Randomized crossover trial comparing two open surgical cricothyrotomy techniques","authors":"Ezra Suria MBBS,&nbsp;James L. Mallows MBBS, Med, FACEM,&nbsp;Mark D. Salter MBBS (Hons), PgDip (Med Tox), FACEM","doi":"10.1002/aet2.11066","DOIUrl":"https://doi.org/10.1002/aet2.11066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Emergency cricothyrotomy is a life-saving procedure that is performed in “can't intubate can't oxygenate” scenario. A recent study comparing an open surgical technique using a bougie and endotracheal tube (ETT) with a Seldinger technique using the Cook Melker catheter showed that the open technique was quicker but suggested that the open technique could be quicker if using the Melker catheter instead of a bougie and ETT. The objective of this study was to compare the surgical technique using bougie and ETT with an open technique using the Melker catheter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomized crossover trial was conducted involving emergency physicians (EPs) and trainees. Participants performed both techniques in succession on an airway model, with the technique performed first being randomized for each participant. The primary outcome was time to first insufflation of the artificial lung. Participants also indicated their comfort with each technique on a 5-point Likert scale and which technique they preferred.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Seventeen EPs and 19 trainees participated. The Melker catheter technique was performed quicker with a mean time of 29.2 s versus 44.3 s for the bougie/ETT technique (difference 15.1 s, 95% confidence interval 10.8–19.4 s). The Melker catheter was most preferred by participants (61% vs. 39%). There was no significant difference in the comfort ratings between each technique. Time to model lung insufflation was not affected by training level or time since last performed a cricothyrotomy, either real or simulated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The Melker catheter was quicker to perform and the most preferred by participants.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423534","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":"Fundamentals of telehealth: A learning compendium for residents","authors":"Lulu Wang MD,&nbsp;Shruti Chandra MD, MEHP,&nbsp;Christopher J. Nash MD,&nbsp;Anthony (Tony) Fabiano MD,&nbsp;Peter C. Hou MD,&nbsp;David C. Whitehead MD, MBA,&nbsp;Alexander Kolkin MD,&nbsp;Milos Tomovic MD, MBA,&nbsp;Emily M. Hayden MD","doi":"10.1002/aet2.11059","DOIUrl":"https://doi.org/10.1002/aet2.11059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Telehealth is an integral part of modern care delivery. Accordingly, accrediting bodies have recognized the importance of telehealth in trainee education. In 2021, the Association of American Medical Colleges (AAMC) published a report identifying telehealth learner core competencies in six domains: patient safety and appropriate use, access and equity, communication, data collection and assessment, ethical practices and legal requirements, and technology for telehealth. We present here a Fundamentals of Telehealth Resource Compendium for residents that fulfills these competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The compendium was curated by a group of telehealth subject matter experts from the Society for Academic Emergency Medicine (SAEM) Telehealth Interest Group, through a structured iterative process. Authors performed a literature review for open-source telehealth educational resources. Each resource was rated for quality by two reviewers using the rMETRIQ score (Revised Medical Education Translational Resources: Impact and Quality). Resources with the highest composite rMETRIQ reviewer score were included in the final collection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Scores for resources ranged from 2 to 21 (with a maximum possible rMETRIQ score of 21). Of 201 resources reviewed and rated, 57 were included in the final collection. A Fundamentals of Telehealth section was added as an introduction (five resources)—these resources did not undergo the rMETRIQ scoring process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This telehealth compendium is a resource from which residency programs can further tailor site-specific training. Alternatively, an individual can use this compendium as a self-study tool to gain a basic understanding of telehealth and its intersection with emergency medicine. Note that while this compendium is designed for the resident-level learner, it is easily adaptable to a learner of any level, as many underlying concepts remain the same.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423509","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}