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A Novel Model of Patient Handover in Emergency Medicine—Addressing Hidden Tensions in Culture 急诊医学病人交接的新模式——解决文化中隐藏的紧张关系
IF 1.8
AEM Education and Training Pub Date : 2025-07-30 DOI: 10.1002/aet2.70087
Stella H. Yiu, Marianne Yeung, Warren Cheung, Edmund Kwok, Gurraman Mann, Allison Williams, Jason R. Frank
{"title":"A Novel Model of Patient Handover in Emergency Medicine—Addressing Hidden Tensions in Culture","authors":"Stella H. Yiu,&nbsp;Marianne Yeung,&nbsp;Warren Cheung,&nbsp;Edmund Kwok,&nbsp;Gurraman Mann,&nbsp;Allison Williams,&nbsp;Jason R. Frank","doi":"10.1002/aet2.70087","DOIUrl":"https://doi.org/10.1002/aet2.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Clinical handover (or handoff), the transfer of patient care between providers, is essential in Emergency Medicine. Poor communication during handover can threaten patient safety. Existing literature views handover as an information transfer; little research has examined the human interaction within handover and how it affects patient safety. We sought a more nuanced understanding of handover to improve this critical aspect of Emergency Medicine care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used constructivist grounded theory to explore handover as a social phenomenon. We invited staff emergency physicians in an academic, tertiary care hospital to participate in semi-structured interviews, which were recorded, de-identified, and transcribed. The research team analyzed the transcripts in multiple progressively interpretive analytical stages: initial, focused, and theoretical. Cultural-Historical Activity Theory (CHAT) provided a framework for our data analysis. CHAT situates an individual's action into an activity system in which components interact, producing tensions. We sought to attain theoretical sufficiency by revising the interview guide and recruiting participants for specific insights.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We interviewed sixteen (16) participants. During handover, the object was for the incoming physician (IP) to accept the handover plan from the outgoing physician (OP). We identified a rule requiring minimal handover plans that were realistic and dichotomous. The divisions of labor were tasks. During the interaction, emotional reactions such as judgment or compassion, and behavioral reactions such as pushback or acceptance could have resulted. There were unintended consequences from the handover process that impacted members' self-worth and generated threats to patient safety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We built a novel and more nuanced framework of handover in the emergency department that involves multiple interactions and tensions. Using this new model, emergency departments should adjust their handover processes to enhance group dynamics and patient safety.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740386","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}
引用次数: 0
Helping Learners Receive Feedback in the Emergency Department 帮助学习者在急诊科获得反馈
IF 1.8
AEM Education and Training Pub Date : 2025-07-30 DOI: 10.1002/aet2.70085
Megan Rivera, Michael Gottlieb, Katarzyna Gore, Samiya Natesan-Torres, Sreeja Natesan
{"title":"Helping Learners Receive Feedback in the Emergency Department","authors":"Megan Rivera,&nbsp;Michael Gottlieb,&nbsp;Katarzyna Gore,&nbsp;Samiya Natesan-Torres,&nbsp;Sreeja Natesan","doi":"10.1002/aet2.70085","DOIUrl":"https://doi.org/10.1002/aet2.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>Feedback is essential to professional development in emergency medicine, yet its impact hinges on the learner's ability to receive and apply it—an often-overlooked element of the feedback equation. In the high-acuity, time-pressured setting of the ED, creating conditions for meaningful feedback reception can be particularly challenging. This EM Download reframes feedback through the lens of the <i>educational alliance</i> and highlights key strategies to foster learner receptivity: cultivating trust, promoting active learning, recognizing appropriate timing, and nurturing a growth mindset. Using practical examples and the “Ask-Tell-Ask” model, this piece offers evidence-informed guidance for building a feedback culture that empowers learners and strengthens clinical education in the ED.</p>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740371","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}
引用次数: 0
One Thousand Cuts: Insights From a Qualitative Study Exploring Emergency Medicine Program Director Attrition and Career Experiences 一千个切口:从一项探索急诊医学项目主任减员和职业经历的定性研究中获得的见解
IF 1.8
AEM Education and Training Pub Date : 2025-07-30 DOI: 10.1002/aet2.70088
Jaime Jordan, Kerry McCabe, Bo Burns, Arlene S. Chung, Laura R. Hopson
{"title":"One Thousand Cuts: Insights From a Qualitative Study Exploring Emergency Medicine Program Director Attrition and Career Experiences","authors":"Jaime Jordan,&nbsp;Kerry McCabe,&nbsp;Bo Burns,&nbsp;Arlene S. Chung,&nbsp;Laura R. Hopson","doi":"10.1002/aet2.70088","DOIUrl":"https://doi.org/10.1002/aet2.70088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Duration of tenure of emergency medicine (EM) program directors (PD) has decreased in recent decades. We sought to explore the perspectives of EM PDs on their job experiences to identify causes and strategies to promote longevity in the role.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a constructivist paradigm, we conducted semi-structured interviews of EM PDs who had recently (within 24 months) transitioned out of the PD role or were contemplating a transition. We used purposive sampling to seek diversity of participants with regard to gender, region of practice, and program training format. We collected data from January to August 2024. Three researchers independently performed a thematic analysis of interview transcripts. We resolved discrepancies through in-depth discussion and negotiated consensus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>12 PDs participated. Our analysis revealed that PDs came into their roles with idealism and a desire to meaningfully impact their trainees, programs, and patients. They experienced fulfillment from having an impact on their trainees and the field of EM, performing an intellectually challenging job, solving problems, and leading their teams to success. They struggled with the high administrative burden, lack of support and resources, challenging interpersonal interactions, and a substantial burden of responsibility oftentimes coupled with limited power to enact change. The misalignment between their ideals and goals and the realities of their job contributed to emotional exhaustion, burnout, and a desire to leave the role. Participants had recommendations at the individual, institutional, and organizational levels to support PDs in their careers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study illuminates the positive and negative experiences of PDs in their roles and provides insight into how PD longevity can be supported.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740373","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}
引用次数: 0
How to Be Coachable 如何被指导
IF 1.8
AEM Education and Training Pub Date : 2025-07-30 DOI: 10.1002/aet2.70090
Jeremy Branzetti, Richard C. Winters
{"title":"How to Be Coachable","authors":"Jeremy Branzetti,&nbsp;Richard C. Winters","doi":"10.1002/aet2.70090","DOIUrl":"https://doi.org/10.1002/aet2.70090","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740372","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}
引用次数: 0
Enhancing Emergency Medicine Resident Transitions: The Impact of Structured Orientation Programs on Comfort and Preparedness 加强急诊医学住院医师的过渡:结构导向计划对舒适和准备的影响
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70080
Jessica Baez, Erin McDonough
{"title":"Enhancing Emergency Medicine Resident Transitions: The Impact of Structured Orientation Programs on Comfort and Preparedness","authors":"Jessica Baez,&nbsp;Erin McDonough","doi":"10.1002/aet2.70080","DOIUrl":"https://doi.org/10.1002/aet2.70080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) training programs vary in how residents are exposed to clinical responsibilities. Transitioning to new roles often causes stress and uncertainty. Structured orientation programs may alleviate these challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We implemented three role-specific orientation sessions targeting post-graduate year (PGY)-2, PGY-3, and PGY-4 EM residents at a 4-year residency program. Pre- and post-surveys measured comfort with clinical, supervisory, and system-based skills. Paired <i>t</i>-tests assessed changes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>All three orientation sessions significantly improved self-reported comfort across various domains. Participating PGY-2 residents (<i>n</i> = 10) showed increased preparedness for managing critical conditions. PGY-3 residents (<i>n</i> = 6) demonstrated improved confidence in procedural supervision and knowledge of rare procedures. PGY-4 residents (<i>n</i> = 11) transitioning to attending roles showed the largest gains, particularly in billing and medico-legal domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Structured orientation improves EM resident readiness for role transitions. These findings support the integration of targeted educational interventions to enhance performance and preparedness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687908","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}
引用次数: 0
Metamorphosis 蜕变
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70078
Zhaohui Su
{"title":"Metamorphosis","authors":"Zhaohui Su","doi":"10.1002/aet2.70078","DOIUrl":"https://doi.org/10.1002/aet2.70078","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687975","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}
引用次数: 0
Simulation Platforms to Train and Assess Pediatric Acute Care Procedural Skills: A Scoping Review 模拟平台训练和评估儿科急症护理程序技能:范围审查
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70083
Shayan Novin, Tehrim Younas, Jessie Xu, Samuel Graef, Nima Karimi, Maggie Xu, Jo-Anne Petropoulos, Quang Ngo, Elif Bilgic
{"title":"Simulation Platforms to Train and Assess Pediatric Acute Care Procedural Skills: A Scoping Review","authors":"Shayan Novin,&nbsp;Tehrim Younas,&nbsp;Jessie Xu,&nbsp;Samuel Graef,&nbsp;Nima Karimi,&nbsp;Maggie Xu,&nbsp;Jo-Anne Petropoulos,&nbsp;Quang Ngo,&nbsp;Elif Bilgic","doi":"10.1002/aet2.70083","DOIUrl":"https://doi.org/10.1002/aet2.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical trainees have limited opportunities to practice certain pediatric emergency medicine (PEM) procedures in the clinical setting. Simulation-based education provides an opportunity for trainees to improve their technical and non-technical skills. This scoping review aimed to explore the ways in which simulation has been used to train and assess medical learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A search was conducted from 2011 to August 2022 using MEDLINE, OVID Embase, OVID Emcare, and Cochrane Trials, among others. The review included empirical studies that used simulation for training medical trainees in four essential pediatric procedures: intubation, lumbar puncture, intraosseous insertion, and chest tube insertion. Six reviewers independently screened titles, abstracts, and full texts. Data were recorded, stored, and summarized in a standardized spreadsheet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search retrieved 4073 articles, of which 207 underwent full-text screening. Data were extracted from 107 studies. Among these, 69 studies focused exclusively on intubation skills, 19 studies on lumbar puncture, 10 studies on intraosseous insertion, and two studies on chest tube insertion. The majority of studies (<i>n</i> = 61) involved residents, while 15 studies focused on medical students. Training platforms included mannequins (<i>n</i> = 84), ex-vivo models (<i>n</i> = 6), task trainers (<i>n</i> = 4), and standardized patients (<i>n</i> = 1). Competency was largely assessed using an assessment tool (<i>n</i> = 45) as the sole assessment method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Simulation-based training and assessment can support medical learners in developing key technical and non-technical skills related to PEM procedures. However, there is a need for diversification of simulation platforms used, expansion of procedures targeted in simulation-based training and assessment programs, and creation of standardized and procedure-specific assessments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688009","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}
引用次数: 0
Procedural Skills and Emergency Medicine Common Program Requirements: It's Time to Address Skill Decay 程序技能和急诊医学共同项目要求:是解决技能衰退的时候了
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70081
Nicholas Pokrajac, Kimberly Schertzer, Deborah Hsu, Stefanie S. Sebok-Syer
{"title":"Procedural Skills and Emergency Medicine Common Program Requirements: It's Time to Address Skill Decay","authors":"Nicholas Pokrajac,&nbsp;Kimberly Schertzer,&nbsp;Deborah Hsu,&nbsp;Stefanie S. Sebok-Syer","doi":"10.1002/aet2.70081","DOIUrl":"https://doi.org/10.1002/aet2.70081","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687909","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}
引用次数: 0
Resident Scholarly Activity and Productivity Outcomes Before and After Implementing a Structured Research Program: A Before–After Study 实施结构化研究计划前后的居民学术活动和生产力结果:前后研究
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70082
Sydney Krispin, Eric Kontowicz, Brett Faine, Michael Takacs, Karisa K. Harland, J. Priyanka Vakkalanka, Kelli Wallace, Andrew Nugent, Nicholas M. Mohr
{"title":"Resident Scholarly Activity and Productivity Outcomes Before and After Implementing a Structured Research Program: A Before–After Study","authors":"Sydney Krispin,&nbsp;Eric Kontowicz,&nbsp;Brett Faine,&nbsp;Michael Takacs,&nbsp;Karisa K. Harland,&nbsp;J. Priyanka Vakkalanka,&nbsp;Kelli Wallace,&nbsp;Andrew Nugent,&nbsp;Nicholas M. Mohr","doi":"10.1002/aet2.70082","DOIUrl":"https://doi.org/10.1002/aet2.70082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Emergency medicine (EM) residency programs require participation in scholarly activity. In 2017, we launched a formal Resident Research Program (RRP) for physician residents in our 3-year accredited residency program. We aimed to measure the association between the implementation of the RRP and resident scholarly productivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This analysis was a before-after study of residents in a Midwestern university-based EM residency program (7–10 per class) graduating between 2013 and 2023. The RRP was implemented in July 2017 and offered resources and requirements; our study compared outcomes before and after the launch of the program. We provided a dedicated training program study coordinator, 24-h in-house research assistants, faculty/research staff mentorship, and research funding. Residents were required to complete a hypothesis-driven research project and submit an abstract to a professional meeting or manuscript for publication. We tracked scholarly productivity per class, including publications, presentations, first-author manuscripts, and faculty publications with a resident. We measured the association between the RRP and scholarly productivity through univariate Poisson regression models to report the unadjusted rate ratio (RR) with 95% confidence intervals (95% CI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Ninety residents were included (<i>n</i> = 43 after RRP launch). Annual mean resident scholarly productivity increased post-intervention for publications (10.4 vs. 6.2 publications per class, RR 1.68, 95% CI 1.09–2.59), presentations (7.4 vs. 3.7 abstracts per class, RR 2.01, 95% CI 1.19–3.42), and first-author publications (5.8 vs. 2.2 publications per class, RR 2.66, 95% CI 1.40–5.09). No significant change in faculty co-authors was observed (12.8 vs. 9.5, RR 1.35, 95% CI 0.95–1.92).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The implementation of a structured RRP was associated with increased resident scholarly productivity. The targeted research resources served as both a strategy to support resident research and enhance departmental academic engagement. Future research should examine the perceptions, quality, and impact of scholarly activity requirements on residents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688007","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}
引用次数: 0
A Statement of Support for Focused Pediatric Emergency Medicine Training in Emergency Medicine Residency 支持急诊医学住院医师集中儿科急诊医学培训的声明
IF 1.7
AEM Education and Training Pub Date : 2025-07-23 DOI: 10.1002/aet2.70077
Sarah C. Cavallaro, Jennifer M. Mitzman
{"title":"A Statement of Support for Focused Pediatric Emergency Medicine Training in Emergency Medicine Residency","authors":"Sarah C. Cavallaro,&nbsp;Jennifer M. Mitzman","doi":"10.1002/aet2.70077","DOIUrl":"https://doi.org/10.1002/aet2.70077","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688008","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}
引用次数: 0
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