AEM Education and Training最新文献

{"title":"The Breakfast Club: Enhancing Emergency Medicine Education Through Spaced Retrieval and Elaborative Interrogation Techniques.","authors":"Abigail Alorda, Joseph R Ray, Stephanie Cohen, Shayne Gue","doi":"10.1002/aet2.70168","DOIUrl":"https://doi.org/10.1002/aet2.70168","url":null,"abstract":"<p><strong>Background: </strong>Emergency medicine (EM) residencies present a challenging educational environment. Despite extensive research supporting cognitive learning strategies such as retrieval practice, spaced repetition, and elaborative interrogation in improving knowledge retention, these strategies remain underutilized in graduate medical education (GME) settings. There is a critical need to develop and implement novel teaching methodologies that enhance resident learning and retention without detracting from patient care. This study aims to address this need by integrating said techniques in an innovative curriculum titled \"The Breakfast Club.\" Prior research in non-GME education settings has demonstrated the efficacy of these techniques in promoting deeper understanding and longer retention of complex topics. We hypothesize that incorporating these strategies will positively impact EM residents' comprehension and retention.</p><p><strong>Methods: </strong>The curriculum was implemented in a single-institution EM residency program as a pilot study. Residents in the intervention group participated voluntarily in a hour-long virtual session facilitated by one instructor utilizing cognitive learning techniques; residents in the control group participated only in the standard program curriculum. A pretest and postintervention assessment were used to compare knowledge comprehension and retention at short-term and long-term intervals. Questions were developed and reviewed by EM educators for content validity and quality assurance.</p><p><strong>Results: </strong>Our study revealed a trend toward greater knowledge translation. Residents who participated in a single Breakfast Club session (<i>n</i> = 7) demonstrated improved performance compared with baseline, scoring 77% on short-term multiple-choice question (MCQ) assessments and 69% on long-term MCQ assessment, compared with a baseline score of 53%.</p><p><strong>Conclusion: </strong>A brief, small group intervention using cognitive learning techniques was easy to implement, required minimal resources, and engaged residents to improve their medical knowledge in gastrointestinal pathophysiology. Further exploration with a larger cohort and varying topics will help establish whether these techniques can serve as a cornerstone for evidence-based teaching strategies in EM education.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70168"},"PeriodicalIF":1.8,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13079408/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700169","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":"Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.","authors":"Simanjit K Mand, Meg Wolff, Nicole Zamignani, Sarah R Williams, Sally A Santen, Kevin R Scott, Alexander Garrett, Charles Brown, Jung G Kim, Michele L Dorfsman, Holly Caretta-Weyer, Jeremy Branzetti","doi":"10.1002/aet2.70148","DOIUrl":"https://doi.org/10.1002/aet2.70148","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based medical education (CBME) is a learner-centric and outcomes-based approach to medical training that is essential to improve patient care. Coaching and individualized learning have been proposed to catalyze a core component of CBME, \"competency-focused instruction\". While coaching and individualized learning hold great theoretical and conceptual benefit to drive future educational initiatives, there remains a paucity of literature on how to incorporate them successfully, particularly in graduate medical education (GME) in Emergency Medicine (EM). A national workgroup of academic EM faculty with expertise in these areas was assembled to identify priority research questions that address key knowledge gaps in the design, delivery, and outcomes of coaching and individualized learning within a CBME framework.</p><p><strong>Methods: </strong>Twelve members with diverse representation convened to conduct a three-round modified Delphi process to help identify high-impact scholarly questions that would inform a discipline-specific research agenda within the broader 2025 Society for Academic Emergency Medicine (SAEM) Consensus Conference on CBME.</p><p><strong>Results: </strong>The final 10 research questions identify a strategic direction to focus future scholarly initiatives relevant to EM and coaching in CBME. Four question categories were identified: coaching effectiveness and outcomes, coaching program design, faculty development and coaching competencies, and learner-centered factors.</p><p><strong>Implications: </strong>The consensus-building process revealed a pivotal period for EM's transition to CBME, with the need for more rigorous, evidence-driven understanding of coaching and individualized learning mechanisms, outcomes, and best practices to optimally prepare faculty and learners for successful implementation. The potential impact of this work not only affects individual learners but brings forth considerations for EM faculty, training programs, and national stakeholders to inform a supportive infrastructure and relevant resources to successfully actualize CBME in EM.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":"e70148"},"PeriodicalIF":1.8,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13079412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700193","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":"“They Align Themselves With Us, Whereas I'm Aligned With the Patient”: A Multi-Site Qualitative Study of Resident Physicians' Experiences With Law Enforcement in the Emergency Department","authors":"Michelle Suh,&nbsp;Naomi Newton,&nbsp;Beatrice Torres,&nbsp;Nkele Davis,&nbsp;Josiah Rich,&nbsp;Dhara Amin,&nbsp;Bisan A. Salhi,&nbsp;Ambrose H. Wong","doi":"10.1002/aet2.70160","DOIUrl":"10.1002/aet2.70160","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Law enforcement is a common yet complicated presence in the emergency department (ED). Studies have found emergency medicine (EM) attending physicians have varied interactions with and attitudes toward law enforcement. EM resident physicians are in a uniquely formative professional period. However, the experiences and perspectives of EM resident physicians have not been previously explored in depth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We recruited EM resident physicians from three geopolitically distinct urban academic EDs in the United States to participate in semi-structured interviews regarding their experiences with law enforcement in the ED. We analyzed the transcripts thematically, looking for unifying concepts across institutions and latent meaning. A codebook was created and iteratively refined based on review of transcripts, after which salient themes were developed through ongoing discussions with the research team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twenty-four resident physicians across three sites participated. Three salient themes emerged from our study: ambiguity of authority between emergency physicians and law enforcement, concerns about the impact of law enforcement presence on patients, and disruptions to the ED team workflow. First, as trainees learning professional norms in the ED, participants reported difficulty navigating situations in which law enforcement attempted to assert authority over patient care. Second, participants perceived negative impacts of law enforcement presence on patients in custody and non-incarcerated patients of color receiving care in the ED. Finally, participants described frequent disruptions to the ED team workflow due to the presence of law enforcement. Participants relied on hospital security, rather than law enforcement, to ensure the safety of patients and staff.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Emergency resident physicians described ambiguous boundaries and complex interactions among law enforcement, patients, and themselves in the ED. Although our study found several concerning impacts of law enforcement in the ED, these represent opportunities to clarify roles and responsibilities in the emergency physician-law enforcement relationship and improve patient care. Further research is needed, including eliciting perspectives of law enforcement and patients, particularly those with substance use disorders, trauma, and serious mental illness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13052335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147634657","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 National Survey of Pregnancy and Parental Leave Policies in Pediatric Emergency Medicine Fellowship Programs","authors":"Julie Leviter,&nbsp;Kimberly A. Randell,&nbsp;Rasika Bhamre,&nbsp;Seema Bhatt,&nbsp;Rebekah Burns,&nbsp;Corrie E. Chumpitazi,&nbsp;Zoe Grabinski,&nbsp;Selena Hariharan,&nbsp;Roni D. Lane,&nbsp;Tamar R. Lubell,&nbsp;Annie Rominger,&nbsp;Karen Mangold","doi":"10.1002/aet2.70154","DOIUrl":"10.1002/aet2.70154","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Knowledge of pregnancy and parental leave practices in US pediatric emergency medicine (PEM) fellowship programs is limited. Occupational exposures of emergency medicine (EM) such as night shifts and high cumulative work fatigue are linked to adverse pregnancy outcomes. Breastfeeding and other post-birth outcomes are improved by longer maternity leave and paid parental leave for both birthing and non-birthing parents. Professional organizations recommend offloading pregnant individuals from night shifts in the third trimester and providing up to 12 weeks of paid parental leave.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to describe pregnancy and parental leave policies and practices in U.S. pediatric emergency medicine (PEM) fellowship programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We distributed the survey to the PEM Program Director listserv, which includes 94 members representing 85 fellowship programs including both program directors (PDs) and assistant program directors (APDs). Data on policies and experiences of women and birthing parents were collected and analyzed using descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We received 51 responses to the survey, representing 60% of the 85 PEM fellowship programs in existence at the time of the survey. Of those to respond, most programs (75%) modify schedules for pregnant fellows. Most allow pregnant individuals to adjust shifts as desired. Most have no standardized stop date prior to delivery. Programs vary widely in their approach to parental leave, with FMLA and Short-Term Disability commonly used to plan paid leave. Most report between 4 and 8 weeks of parental leave for both birthing and non-birthing parents. Many fellows are required to make up missed shifts, despite the lack of minimum shift requirements in fellowship and the existence of a Training Waiver.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Variability exists in policies across institutions regarding policies for pregnancy and parental leave for PEM fellows. The variability highlights a need for standardized guidelines to support new parents in PEM training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147634605","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":"Academic Value Units in Emergency Medicine: Current State and a Framework for Recognizing and Sustaining Academic Contributions","authors":"Neha P. Raukar,&nbsp;Michael Gottlieb,&nbsp;James Miner,&nbsp;Arlene S. Chung,&nbsp;Anthony Rosania,&nbsp;James E. Colletti,&nbsp;Harsh Sule","doi":"10.1002/aet2.70149","DOIUrl":"10.1002/aet2.70149","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Academic departments in medicine face increasing pressure to balance clinical productivity with their broader academic missions, including education, scholarship, mentorship, and service. While clinical work is routinely quantified through relative value units (RVUs), non-clinical academic contributions are inconsistently measured and often undervalued. Academic Value Unit (AVU) systems have emerged as frameworks to quantify these activities, but adoption remains limited due to inconsistent funding models, lack of standardized frameworks, and minimal evidence demonstrating outcomes such as faculty satisfaction, retention, or return on investment (ROI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This concept paper synthesizes current AVU implementation strategies in emergency medicine and proposes an evidence-informed six-step framework for AVU design, funding, and sustainability. The framework was informed by a literature review, analysis of institutional dashboards, and multi-institutional input from the Society for Academic Emergency Medicine (SAEM) community, including feedback from a national didactic session at the 2025 SAEM Annual Meeting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The proposed framework outlines practical steps for AVU implementation: defining mission-aligned domains, identifying measurable academic activities, establishing transparent weighting systems, integrating real-time tracking dashboards, developing sustainable blended funding models, and engaging leadership and faculty through iterative review. The model incorporates customizable templates, adaptable activity menus, and suggested ROI metrics that departments can tailor to local institutional priorities and resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>AVU systems offer a structured approach to recognizing and incentivizing non-clinical academic contributions in emergency medicine. A transparent, mission-aligned framework supported by sustainable funding and measurable ROI metrics may enhance faculty engagement, equity, and long-term departmental sustainability. Future work should focus on establishing validated benchmarks for AVU weighting, integrating AVUs with faculty development and wellness initiatives, and evaluating longitudinal outcomes such as retention, satisfaction, and equity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623403","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":"Physician-Led Teams: A Model Curriculum for Emergency Medicine Residency","authors":"Annahieta Kalantari,&nbsp;Todd A. Guth,&nbsp;Christopher S. Sampson,&nbsp;Joshua J. Davis,&nbsp;Elizabeth Schiller,&nbsp;Jonathan Fisher,&nbsp;Kelly N. Roszczynialski,&nbsp;Laura Oh,&nbsp;Nathaniel Shekem,&nbsp;Bruce M. Lo","doi":"10.1002/aet2.70155","DOIUrl":"10.1002/aet2.70155","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physician-led teams in emergency medicine (EM) are associated with higher quality and value than independent non-physician practice, yet most residents receive little formal preparation in leading inter-professional teams that include nurse practitioners (NPs) and physician assistants (PAs). Clear, scalable training guidance for residency programs is lacking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a narrative synthesis of national policy positions, scope-of-practice trends, and published literature on team leadership training in EM and related disciplines, including other specialties, nursing, and business/healthcare administration. Drawing on these sources and program leadership experience, we used a consensus-building process to define goals, core content, and instructional methods for a residency curriculum focused on physician-led inter-professional teams.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified persistent training gaps in role clarity, supervision, communication, and systems navigation. The proposed competency-based curriculum aligns with ACGME core competencies and EM Milestones (with emphasis on ICS2, PC1, and SBP2) and specifies: (1) foundational knowledge of team roles, supervision, and state/regulatory context; (2) leadership and communication skills, including feedback, conflict management, and shared decision-making; (3) clinical integration through structured bedside supervision of NPs/PAs; (4) quality, safety, documentation/billing, and medicolegal considerations; and (5) longitudinal assessment using direct observation, simulation checklists, multisource feedback (including NPs/PAs), and milestone-anchored entrustment decisions. Delivery modes include didactics, simulation, mentored clinical “pre-attending” experiences, and asynchronous resources, adaptable to local practice models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EM residency programs can address a critical training gap by adopting a structured, longitudinal curriculum that prepares residents to lead inter-professional, physician-led teams. The curriculum presented offers standardized objectives and assessment strategies while allowing local customization, supporting safer supervision, clearer role alignment, and more reliable team performance after graduation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708419","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":"Validity Evidence for the New American Board of Emergency Medicine Certifying Examination","authors":"Michael Gottlieb,&nbsp;Madison Holzman,&nbsp;Kevin B. Joldersma,&nbsp;Kathleen C. Ruff,&nbsp;Susan E. Farrell,&nbsp;Felix K. Ankel,&nbsp;John L. Kendall,&nbsp;Melissa A. Barton,&nbsp;Diane L. Gorgas","doi":"10.1002/aet2.70159","DOIUrl":"10.1002/aet2.70159","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Certification of emergency physicians includes a two-phase process, including both a written qualifying examination and an oral certification examination. In 2026, the American Board of Emergency Medicine will institute a new certifying examination (CE), which will be an in-person assessment with objective structured clinical examinations (OSCEs), including focused communication-centered cases and procedural assessments. The objective of this paper is to provide initial validity evidence for the new CE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A unified view of validity was used to guide the collection of evidence for content validity for the new CE. Moreover, an evaluation of possible validity threats was conducted. An iterative and collaborative process including focus groups, a summit, one-on-one employer interviews, and public and patient input was used to identify key domains and establish the exam blueprint for the new CE. The exploratory phase for exam development, known as the Becoming Certified Initiative, spanned a two-year timeline. Evidence was collected at a practice administration of the CE through the evaluation of candidates' and examiners' perceptions of alignment of case content to emergency medicine (EM) practice, as well as understanding and clarity of the cases and their instructions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The new CE blueprint comprises 10 components: four clinical cases covering clinical decision-making and prioritization and six OSCEs covering procedures, ultrasound, patient-centered communication, reassessment, difficult conversations (delivering unwanted or unexpected information), and managing conflict. Both candidate and examiner volunteers rated the cases as clinically accurate and relevant to EM practice. They also reported that case instructions and prompts within the cases were generally clear and understandable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study provides important early validity evidence for the new CE to inform emergency physicians and the public at large.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708351","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":"Finding the Right Fit: Motivating Factors of Ultrasound Fellowship Candidates","authors":"Christopher Thom,&nbsp;Kristin Dwyer,&nbsp;Michael Secko,&nbsp;Michael Gottlieb,&nbsp;Robert Huang,&nbsp;Nova Panebianco,&nbsp;Petra Duran-Gehring,&nbsp;Benton Spirek,&nbsp;Andrew Liteplo","doi":"10.1002/aet2.70153","DOIUrl":"10.1002/aet2.70153","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical ultrasound fellowships are now available, including those accredited by the Emergency Ultrasound Fellowship Accreditation Council (EUFAC). We sought to explore the motivations for applying to clinical ultrasound fellowships, including the variables applicants consider most important when selecting between individual fellowship programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a cross-sectional study of applicants using the Society of Clinical Ultrasound Fellowships (SCUF) online application platform. Applicants who entered the Match for fellowship positions starting in 2024 were eligible. An expert panel developed the survey questionnaire. Applicants rated the importance of program factors on a 1–7 Likert scale, with 1 being “not at all important” and 7 being “extremely important.” Means and standard deviations are reported. The Mann-Whitney U test was utilized to compare variables between subsets of applicants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Forty-nine out of 145 (34%) participants responded to the survey. The median number of programs applied to was 7 and 98% of applicants matched. Of these, 81% matched at their first choice. The most important factors applicants cited to pursue fellowship training were improving ultrasound teaching skills (6.6 +/− 0.6) and improving ultrasound skills (6.5 +/− 0.8). The most important factors applicants cited when assessing programs were quality of program (6.5 +/− 0.7) and good personality fit (6.3 +/− 0.7).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Applicants pursue ultrasound fellowship training primarily to enhance their teaching and clinical skills. When assessing between programs, perceived quality and good fit with the program were most important. These findings can guide stakeholders in aligning fellowship offerings with applicant priorities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708352","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":"Competency-Based Medical Education in Emergency Medicine: A Ten-Year Consensus-Driven Research Agenda","authors":"Holly A. Caretta-Weyer,&nbsp;Nicole Zamignani,&nbsp;Lalena Yarris,&nbsp;Afia Joarder,&nbsp;Laura R. Hopson,&nbsp;Felix Ankel,&nbsp;Jeff Druck,&nbsp;Jaime Jordan,&nbsp;Julianna Jung,&nbsp;Benjamin Kinnear,&nbsp;Joel Moll,&nbsp;Tiffany Murano,&nbsp;Kendra Parekh,&nbsp;Martin Pusic,&nbsp;Linda Regan,&nbsp;Sally A. Santen,&nbsp;Benjamin H. Schnapp,&nbsp;Mary Tanski,&nbsp;Meg Wolff,&nbsp;Jeremy Branzetti","doi":"10.1002/aet2.70162","DOIUrl":"10.1002/aet2.70162","url":null,"abstract":"<div>\u0000 \u0000 <p>In order to optimize learner development, align rigorous assessment with individualized instruction, and ensure graduates can consistently provide trustworthy, excellent patient care, Emergency Medicine has joined a global medical education movement toward competency-based medical education (CBME). This shift focuses less on teaching specific content in a fixed period of time, and more on ensuring graduating physicians can be trusted to perform the essential activities required of their specialty. Emergency medicine collaborators have piloted implementing the five components of CBME: (1) An outcomes competency framework; (2) Developmental sequencing of competencies; (3) Individualized clinical experiences tailored to the competencies; (4) Competency-centered coaching; (5) Programmatic assessment with emphasis on workplace-based assessment. This work has included developing specialty-specific entrustable professional activities (EPAs), mapping EPAs to the ACGME Milestones, defining an ideal individualized learning plan, coaching pilots across multiple institutions, and implementing workplace-based assessment. Through these efforts across diverse residency programs, educators have experienced both the promise of CBME and the challenges to implementation and sustainability. In order to move the field forward, the 2025 Academic Emergency Medicine Consensus Conference aimed to develop a prioritized 10-year research agenda for CBME in Emergency Medicine graduate medical education to guide discovery over the next decade. This paper reports the process and results of the consensus proceedings, and outlines key research priorities for the following aspects of CBME specific to Emergency Medicine graduate medical education: (1) Coaching and individualized learning; (2) Faculty and Learner Development; (3) Assessment; and (4) Implementation and Change Management.</p>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708343","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":"Practical Applications of Generative Artificial Intelligence for Clinical Teaching in the Emergency Department","authors":"Jazmyn J. Shaw,&nbsp;Simanjit K. Mand,&nbsp;Sarah R. Williams,&nbsp;Stephen J. Cico,&nbsp;Carrie Bailes,&nbsp;Al'ai Alvarez,&nbsp;Susan B. Promes,&nbsp;Jason Wagner,&nbsp;Benjamin H. Schnapp","doi":"10.1002/aet2.70146","DOIUrl":"https://doi.org/10.1002/aet2.70146","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Introduction&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Clinical teaching in the emergency department (ED) continues to be an essential component of medical education but is increasingly constrained by time pressure, competing clinical demands, and variability in educator experience. Generative artificial intelligence (AI), particularly large language models (LLMs), offers new opportunities to support learner-centered clinical education; AI can assist educators with the preparation, organization, and provision of feedback during an educational encounter while preserving the central human elements of teaching.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Approach&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This article reflects best practices as outlined by both the literature and the expert perspectives of academic emergency medicine (EM) physicians from multiple institutions who facilitated the “Be the Best Teacher: Clinical Teaching Educational Bootcamp” at the 2025 Society for Academic Emergency Medicine (SAEM) pre-conference. Drawing on their collective experience as clinical educators, the authors review current applications of generative AI in medical education and present practical, clinically grounded examples of how LLMs can be incorporated into everyday teaching activities in the ED.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Educational Uses&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Three key domains were identified using the Self-Regulated Learning theory, in which LLMs may support time-constrained educators on a clinical shift with learners. (1) LLMs can help both educators and learners with &lt;i&gt;Forethought&lt;/i&gt; (&lt;i&gt;“before” learning&lt;/i&gt;) for the clinical shift by generating learner-specific goals and objectives. (2) LLMs can assist educators in preparing learners to &lt;i&gt;Perform (“during” learning)&lt;/i&gt; clinical duties by guiding procedural preparation and augmenting efficiency with patient-facing tasks. (3) Educators can use LLMs to help shape &lt;i&gt;Self-Reflection&lt;/i&gt; (&lt;i&gt;“after” learning&lt;/i&gt;) by guiding effective feedback between educators and learners. This paper provides a practical, learner-centered, theory-based framework for incorporating AI into clinical teaching while upholding the principles of evidence-based, humanistic medical education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Considerations and Challenges&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;AI works best as a tool to supplement self-directed learning rather than a replacement for clinical preparation, observation, or teaching. Important limitations remain with the integration of AI in the medical education setting, including data privacy concerns, potential biases, inaccurate or incomplete outputs, and the risk of overrelianc","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567604","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}