AEM Education and Training最新文献

{"title":"Empowering Women in Academic Emergency Medicine: A Time-Efficient Workshop Incorporating Large Language Models to Enhance Leadership Skills","authors":"Hannah M. Mishkin,&nbsp;Sharon Chekijian,&nbsp;Penelope C. Lema,&nbsp;Nikki Binz,&nbsp;Judith A. Linden,&nbsp;Melissa A. Platt,&nbsp;Wendy W. Sun,&nbsp;Ynhi T. Thomas,&nbsp;Laura E. Walker,&nbsp;Sandra L. Werner,&nbsp;Neha Raukar,&nbsp;Kinjal N. Sethuraman","doi":"10.1002/aet2.70128","DOIUrl":"https://doi.org/10.1002/aet2.70128","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Women now comprise over half of US medical school matriculants yet remain underrepresented in academic leadership, including emergency medicine (EM). Leadership training within medical education is variable, particularly in communication, conflict management, negotiation, and operations. Concurrently, large language models (LLMs) are emerging as accessible tools to support leadership skill development. This study aimed to develop and evaluate an AI-augmented leadership skills workshop designed to address the leadership gap for women in academic emergency medicine.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The Academy for Women in Academic Emergency Medicine (AWAEM) developed and piloted a leadership development workshop at the 2025 Society for Academic Emergency Medicine Annual Meeting. The curriculum integrated evidence-based leadership frameworks with experiential small-group learning and structured demonstrations of LLM use. Educational strategies included brief didactics, reflection on lived leadership challenges, peer discussion, and guided LLM-supported simulation of leadership conversations. Pre-workshop and postworkshop surveys and qualitative feedback were collected to assess participant confidence and perceived utility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants demonstrated increased confidence in navigating power-differential conversations and initiating negotiations following the workshop. There was greater reported intent to apply leadership frameworks and to utilize LLMs for leadership-related tasks. Qualitative feedback highlighted themes of empowerment, practical applicability, and the importance of a psychologically safe, gender-informed learning environment. Participants identified LLMs as a novel and accessible adjunct to traditional leadership development resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusions</h3>\u0000 \u0000 <p>An AI-augmented, experiential leadership workshop is a feasible and scalable approach to addressing persistent leadership development gaps for women in academic emergency medicine. Integrating LLM-supported practice with established leadership frameworks may enhance learner confidence and engagement. This model offers a practical strategy to support leadership skills for women physicians needed to navigate systemic barriers and advance into leadership roles.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566088","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":"From Non-Funding to Next Steps: Building Resilience in Academic Emergency Medicine Education Research","authors":"Amy F. Hildreth,&nbsp;Wendy Coates,&nbsp;Michael Gottlieb,&nbsp;Holly A. Caretta-Weyer,&nbsp;Rebekah Cole","doi":"10.1002/aet2.70150","DOIUrl":"https://doi.org/10.1002/aet2.70150","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Grant writing is a valuable skill for academic advancement in emergency medicine (EM). Yet, the high rejection rate can contribute to stress, burnout, and disengagement among early- and mid-career faculty. While extensive literature exists on the technical aspects of grant writing, there is a notable gap in guidance on the emotional and psychological dimensions of navigating rejection. This conceptual paper explores resilience strategies, reflective self-assessment, constructive feedback processes, and approaches to resubmission that support scholarly persistence in the face of grant rejection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a narrative conceptual approach, drawing on a panel discussion titled “Rejection, Resilience, and Resubmission: Learning from Grant Failure,” presented at the 2025 Society for Academic Emergency Medicine Annual Meeting. The panel featured experienced EM education scholars and funded investigators who shared personal experiences and insights. We analyzed session notes to identify recurring themes, which we reviewed with the panelists to refine the concepts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Insights from the panel highlighted the value of individual resilience strategies, the importance of a strong support network, diverse external input, and the need for strategic self-assessment. The discussion also underscored the need for resilience training and managing rejection, the need for greater transparency in academic narratives, and potential reconsideration of promotion and tenure criteria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest a need for a cultural shift in academic EM, one that embraces persistence and transparency as core tenets of scholarly excellence. We recommend incorporating resilience training into faculty development and residency training programs to provide scholars with the tools to navigate challenges both academically and emotionally throughout the submission and resubmission process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566090","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":"Documentation Optimization in Clinical Emergency Medicine (DOC-EM)","authors":"Jessica Baez,&nbsp;Heidi Sucharew,&nbsp;Meaghan Frederick","doi":"10.1002/aet2.70151","DOIUrl":"https://doi.org/10.1002/aet2.70151","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>High-quality documentation is essential to patient care, billing accuracy, medicolegal protection, and effective communication in emergency medicine. Despite its importance, documentation training in graduate medical education remains inconsistent and infrequently assessed. Precision education, a model that tailors instruction to individual performance using real-time data, offers an opportunity to address this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this study was to evaluate whether personalized, data-driven feedback derived from electronic health record (EHR) usage metrics improves emergency medicine (EM) residents' documentation timeliness and self-reported efficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Curricular Design</h3>\u0000 \u0000 <p>We conducted a prospective educational intervention at a single academic EM residency program from February 2024 to June 2025. Epic's Provider Efficiency Profile (PEP) reports, summarizing EHR usage metrics such as note length, time to completion, SmartPhrase utilization, and dictation frequency, were distributed quarterly. Documentation data from a single Level 1 trauma center site were analyzed. The first PEP served as a baseline; subsequent reports were paired with individualized, behavior-specific feedback delivered by an Assistant Program Director. Pre- and postintervention data were compared for changes in note completion time, and residents completed postintervention surveys assessing perceived impact on efficiency and workflow.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-eight residents contributed 199 records for analysis. The proportion of notes completed before patient departure decreased slightly from 67% to 61% (<i>p</i> &lt; 0.01), while completion within 12 h improved from 23% to 27% (<i>p</i> = 0.04). Most residents (83%) reported improved documentation efficiency, and 78% reported changing one or more on-shift habits. The program was well received (mean satisfaction score 8.9/10).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Implementation of the DOC-EM curriculum was feasible and associated with modest improvements in timely documentation and perceived efficiency. Precision education frameworks leveraging EHR-derived data may represent a scalable, adaptable strategy for improving resident documentation practices, even in institutions with limited informatics support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566089","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":"Educational Impact of Physicians-in-Triage: Characteristics of Patients Seen and Dispositioned","authors":"Jeffery Hill,&nbsp;K. Robert Thompson III,&nbsp;Charles H. Brower,&nbsp;Luke Boyer","doi":"10.1002/aet2.70152","DOIUrl":"https://doi.org/10.1002/aet2.70152","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Study Objective</h3>\u0000 \u0000 <p>Provider-in-Triage (PIT) models can mitigate emergency department (ED) crowding. However, PIT models have been shown to reduce resident productivity and increase the acuity of patients seen by residents. The reasons for these shifts are not well described. We sought to describe the acuity and diagnostic complexity of patients dispositioned through PIT.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a retrospective chart review of patients seen and dispositioned through PIT without resident involvement at an urban, academic ED between July 9, 2023, and July 8, 2024. Extracted data elements included Emergency Severity Index (ESI) acuity, encounter duration, diagnostic testing, procedures, consultant involvement, and clinical impressions categorized according to the American Board of Emergency Medicine Model of Clinical Practice (ABEM MOCP). Descriptive statistics were used to summarize cohort characteristics, and a Wilcoxon rank sum test was used to compare ESI scores of PIT patients with the overall ED population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 65,224 ED visits, 746 (1.1%) patients were dispositioned through PIT. Their mean ESI was not significantly different from the overall population (2.75 vs. 2.80; <i>p</i> = 0.53). Most patients were discharged (<i>n</i> = 694, 93%). Diagnostic workups were frequent with 75% (<i>n</i> = 559) receiving labs and 19% (<i>n</i> = 142) having advanced imaging. The top 3 most common ABEM MOCP categories included Abdominal &amp; Gastrointestinal, Traumatic, and Cardiovascular Disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In our PIT model, PIT-dispositioned patients demonstrated similar acuity to the general ED population and presented with complaints of diagnostic complexity necessitating evaluation with labs, imaging, and advanced imaging. In academic centers, educators should work closely with ED operations to optimize the educational impact of PIT.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566086","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":"Invisible Work, Unequal Burden: Addressing the Minority Tax in Residency","authors":"Natasha G. Aguirre,&nbsp;Juhi Varshney,&nbsp;Esther H. Chen","doi":"10.1002/aet2.70156","DOIUrl":"https://doi.org/10.1002/aet2.70156","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566087","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":"Board Examination Pass Rates of Emergency Medicine Residency Training Programs: Associations With Founding Year, Teaching Status, Length, and Hospital Ownership","authors":"Carlisle E. W. Topping,&nbsp;Arjun K. Venkatesh,&nbsp;Craig Rothenberg,&nbsp;Katja Goldflam,&nbsp;Wallace A. Carter,&nbsp;Arlene S. Chung,&nbsp;Jeffrey N. Siegelman,&nbsp;Rohit B. Sangal,&nbsp;Mark S. Iscoe,&nbsp;Andrew Ulrich,&nbsp;Cameron J. Gettel","doi":"10.1002/aet2.70144","DOIUrl":"10.1002/aet2.70144","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) board certification pass rates have been declining amid a rise in new residency programs—many affiliated with for-profit hospitals or lacking Council of Teaching Hospital (COTH) designation. This study examines how founding year, COTH-status, program length, and hospital ownership relate to board examination performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted an observational cross-sectional analysis of 234 EM residency programs using American Board of Emergency Medicine, Accredidation Council for Graduate MEdical Education, and American Hospital Association data. The primary outcomes were program-level first-time Qualifying Exam (QE) and Oral Certifying Exam (OCE) median pass rates from 2021 to 2023. We examined the associations of pass rates with founding year, primary hospital COTH-status, program length (3 vs. 4 years), and primary hospital ownership. Linear regression models assessed relationships between program characteristics and pass rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Recently-founded programs (post-2015) had significantly lower board performance, with an 11-percentage point reduction in QE pass rates (<i>p</i> &lt; 0.001) and a 2.6-percentage point reduction in OCE pass rates (<i>p</i> = 0.001). Programs affiliated with COTH hospitals had higher pass rates (QE + 6.1 percentage points, <i>p</i> &lt; 0.001; OCE + 1.6 percentage points, <i>p</i> = 0.001). Three- and four-year programs demonstrated similar board pass rates. In comparison to programs with a for-profit affiliation, EM residency programs with nonprofit and government affiliations were associated with nonsignificantly higher QE pass rates (+ 2.0 percentage points, <i>p</i> = 0.40 and + 4.6 percentage points, <i>p</i> = 0.061, respectively). Nonprofit affiliation was associated with nonsignificantly higher OCE pass rates (+ 2.0 percentage points, <i>p</i> = 0.11). Government affiliation was associated with significantly higher OCE pass rates (+ 2.9 percentage points, <i>p</i> = 0.026).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Program characteristics significantly affect board examination outcomes for EM residents. Recently founded programs, those lacking COTH designation, or those affiliated with for-profit hospitals may lack essential resources and experience for optimal training. Identifying and supporting the institutional factors that contribute to resident success will be vital to maximizing programs' learning environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147378861","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":"High Tide","authors":"Sanché N. Mabins","doi":"10.1002/aet2.70145","DOIUrl":"10.1002/aet2.70145","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147291297","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":"Benefits and Pitfalls of Non-Work Attending-Resident Socializing: A Literature Review","authors":"Zachary Mankoff,&nbsp;Xiao Chi Zhang","doi":"10.1002/aet2.70143","DOIUrl":"10.1002/aet2.70143","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Objectives</h3>\u0000 \u0000 <p>There is currently limited research in unstructured trainee-supervisor relationships within graduate medical education despite extensive literature on formal mentor/mentee relationships. These informal interactions and socializing are relatively common, but their prevalence and social costs and benefits remain poorly characterized. We performed a review of the existing literature to understand the breadth and depth of both online and in-person informal interactions, and their effects on the learner-supervisor experience within the clinical learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We searched PubMed in December 2024 for articles discussing informal or out-of-work socializing between medical trainees and supervisors both in-person and online environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of seven studies were found addressing our research question out of the 745 studies returned. These studies took multiple formats including semi-structured interviews, surveys of current residents and attendings, and social media analysis. Several studies described benefits of informal/unstructured socializing such as resident wellness and a positive impact on the work environment, while multiple studies raised concerns about the blurring of professional boundaries. There was minimal discussion of how socializing between trainees and supervisors may influence evaluations or may lead to favoritism that may harm the clinical learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Informal/unstructured friendships and social relationships between trainees and supervisors have the potential to promote wellness for trainees and supervisors but also risk blurring of professional boundaries. More research is needed on these types of informal and out-of-office relationships to develop best practices and better understand their impact.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285573","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":"Using Large Language Model Artificial Intelligence to Enhance Clinical Competency Committee Insight","authors":"Mark A. Pittman,&nbsp;Carl Ehrett,&nbsp;Mirinda A. Gormley,&nbsp;Megan Cifuni,&nbsp;Ray Chahoud,&nbsp;Camiron L. Pfennig","doi":"10.1002/aet2.70142","DOIUrl":"10.1002/aet2.70142","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence, particularly large language models, has the potential to enhance the evaluation of residents, yet few studies have compared artificial intelligence to humans in the analysis of large volumes of clinical evaluations. The objective of this study was to evaluate the use of large language model (LLM) artificial intelligence (AI) on the evaluation of resident feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The LLM Llama-3.1 70B was used on a secure cluster to conduct an analysis of emergency medicine (EM) educator feedback for 31 EM residents at a residency program in the Southeastern United States. The large language model generated assessments summarizing resident strengths, weaknesses, and milestone-based performance. Members of a clinical competency committee (CCC) blinded to the study hypothesis were surveyed to assess their perceptions on the quality, accuracy, specificity, and usefulness of the AI-generated content compared to the human-generated content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Human-generated assessments averaged 79 words, while AI-generated assessments averaged 391 words. Seventy percent of the CCC completed the survey, rating the AI-generated content more favorably for quality, accuracy, and specificity compared to the human-generated content. Usefulness of the human-generated content was reported as good or very good by 71.4%, while usefulness of the AI-generated content was rated as acceptable (54.1%) or unfavorable (28.6%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Artificial intelligence can generate EM resident assessments with comparable or superior ratings of quality, accuracy, and specificity relative to human-generated assessments. This highlights the potential of AI-driven evaluations to streamline educator review processes, reducing workload without sacrificing integrity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285527","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":"Minority Tax in Emergency Medicine Resident Physicians","authors":"Dalia Owda,&nbsp;Tanesha Beckford,&nbsp;J. Chika Morah,&nbsp;Robert M. Rock,&nbsp;Alexandra Hajduk,&nbsp;Edgardo Ordoñez,&nbsp;Sarwat I. Chaudhry","doi":"10.1002/aet2.70140","DOIUrl":"10.1002/aet2.70140","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To explore the minority tax experienced by underrepresented in medicine (URiM) emergency medicine residents. We aimed to (1) compare diversity, equity and inclusion (DEI) activity involvement between URiM and non-URiM residents, (2) describe the support received by URiM residents for DEI activities, and (3) analyze associations between minority tax burden and perceived mentorship, depressive and anxiety symptoms, burnout, workplace discrimination, and institutional alignment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey of emergency medicine residents was conducted from July 2023 to May 2024. Data were analyzed using descriptive statistics and multiple linear regressions to assess differences in outcomes for those with minority tax burden. Minority tax burden was defined as spending more than the median number of hours per week on DEI as reported by non-URiM residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 150 URiM and 50 non-URiM residents completed the survey. URiM residents reported spending more time per week on DEI work (5.0 vs. 0.0 h; <i>p</i> &lt; 0.01). Of the URiM residents involved in DEI work, 28.0% held titled positions; 2.4% received compensation; 5.4% had DEI-related training opportunities. Residents with minority tax burden reported less effective mentorship relationships (<i>β</i> = −35.65, 95% CI (−40.81, −30.48); <i>p</i> &lt; 0.01), increased discrimination (<i>β</i> = 4.90, 95% CI (3.98, 5.8)); <i>p</i> &lt; 0.01), and decreased institutional alignment (<i>β</i> = −3.17, 95% CI (−4.93, −1.41); <i>p</i> &lt; 0.01). There was no statistically significant association between minority tax burden and depressive and anxiety symptoms or burnout.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>URiM emergency medicine residents were more likely to experience a minority tax through substantial DEI work. This was associated with less time for other clinical and academic responsibilities and less favorable workplace experiences. Minority tax burden was not associated with depressive and anxiety symptoms or burnout.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285529","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}