AEM Education and Training最新文献

{"title":"Evaluating Emergency Medicine Resident Salary Adequacy: Inflation Trends and Cost-of-Living Adjustment Across US Programs","authors":"Erin Dehon,&nbsp;Katie Weeks,&nbsp;Paul Kukulski,&nbsp;Risa Moriarity,&nbsp;Sarah Sterling","doi":"10.1002/aet2.70250","DOIUrl":"10.1002/aet2.70250","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To determine whether US emergency medicine (EM) postgraduate year 1 (PGY-1) resident salaries kept pace with inflation from 2021 and 2022 to 2025 and 2026 and to assess how adjustment for local cost of living altered their relative value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted cross-sectional and longitudinal analyses of ACGME-accredited EM residency programs. Publicly reported 2025 and 2026 PGY-1 base salaries were collected from program websites, and paired 2021 and 2022 salaries were available for a subset. Salaries were adjusted using the Council for Community and Economic Research Cost of Living Index (C2ER COLI), Quarter 3 2025. Salary growth was compared with the 18.331% increase in CPI-U from July 2021 to July 2025. Regional differences were assessed using Kruskal–Wallis tests, and the relationship between COLI and nominal salary was evaluated using simple linear regression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of 295 programs identified, 271 had 2025 and 2026 salary data and 209 had paired salary data. Mean PGY-1 salary increased from $59,115 to $69,184, a mean increase of 17.0%, slightly below cumulative inflation. 70 programs (33.5%) met or exceeded the inflation benchmark, whereas 139 (66.5%) did not. Across all programs, mean nominal salary was $68,839 and mean COL-adjusted salary was $65,100. The West and Northeast had the highest nominal salaries but the lowest COL-adjusted salaries, whereas the Midwest and South showed the opposite pattern. Each 1-point increase in COLI was associated with a $212 increase in nominal salary (95% CI, $188–$236; <i>R</i>² = 0.53; <i>p</i> &lt; 0.001). Adjusted mean salaries ranged from $37,510 for New York City programs in Manhattan to $82,600 in Akron, Ohio.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Mean EM PGY-1 salary growth slightly lagged inflation, and two-thirds of programs did not meet the inflation benchmark. Although higher-COL markets paid higher nominal salaries, these increases did not fully offset local costs. COL-adjusted salary reporting may improve transparency and support more informed residency selection and compensation review.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148897865","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 Airway Dashboard: Harnessing Informatics for Targeted Assessment and Improvement of Airway Performance for Emergency Medicine Residents and Faculty","authors":"Christian R. W. Gerhart,&nbsp;Robbie Paulsen,&nbsp;William E. Freeman,&nbsp;Sam Ellsworth,&nbsp;Abby Orr,&nbsp;Aaron J. Lacy","doi":"10.1002/aet2.70249","DOIUrl":"10.1002/aet2.70249","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Airway management is a core competency for emergency medicine faculty and residents. Objective evaluation of procedural performance is crucial for assessment of competency and to guide further educational efforts. Here, we describe a dashboard capable of providing personalized, granular data specifically for airway management performance using the electronic medical record (EMR) to create a continuously updated database.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective of Innovation</h3>\u0000 \u0000 <p>The objective of this innovation was to utilize data from the medical record to create a personalized, dynamic, and data-driven resource to allow quality and educational leaders within the department to promote excellence in airway management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Development Process and Implementation</h3>\u0000 \u0000 <p>Using concepts from other departmental dashboards, the author group collaborated with informatics experts to develop a data extraction tool to pull data from the EMR into a secure PowerBI platform that updates every 24 h. Key data elements include first attempt success, equipment utilization, and preoxygenation strategies. Dashboard data is currently being utilized for departmental airway quality monitoring, as well as individual performance assessment for both residents and faculty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes</h3>\u0000 \u0000 <p>Creation of the dashboard allowed for a departmental-level analysis of performance, which triggered a review of areas for potential quality improvement. This led to a department-wide initiative to address these areas for growth. Key components were the development of a standardized departmental approach to intubation and a structured strategy for coaching intubation disseminated to all faculty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In summary, utilization of an airway dashboard which pulls data directly from the EMR allows for the creation of a tool that provides precise, personalized data that has wide-ranging applications for quality improvement and education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888859","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":"Faculty Development for High-Acuity Procedures: A Train-the-Trainer Simulation-Based Innovation for Transvenous Pacemaker Placement","authors":"Jessica Baez,&nbsp;Erin McDonough,&nbsp;Heidi Sucharew,&nbsp;Sally A. Santen,&nbsp;Elizabeth Leenellett","doi":"10.1002/aet2.70236","DOIUrl":"10.1002/aet2.70236","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine faculty are expected to perform and supervise high-acuity, low-occurrence (HALO) procedures despite limited clinical opportunities, placing them at risk for procedural skill decay. Transvenous pacemaker (TVP) placement is a life-saving but infrequently performed intervention. While simulation is widely used for trainees, sustainable faculty development models for procedural maintenance remain limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We developed a train-the-trainer, peer-led, simulation-based faculty development program focused on TVP placement within a single academic emergency department. Volunteer faculty trainers received focused preparation in TVP placement, simulator use, and facilitation strategies, and subsequently led small-group refresher sessions using a low-cost, reusable TVP simulator. The intervention was embedded within existing departmental educational venues and incentivized through continuing medical education credit and value-based compensation alignment. Over 1 year, 12 sessions (30–60 min each) were conducted, capped at four learners per session and facilitated by 10 faculty trainers. Faculty completed pre- and post-session surveys assessing prior experience and self-reported comfort with TVP placement. Paired pre- and post-intervention comfort scores were compared.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-four of 56 eligible faculty participated and completed paired surveys. Baseline exposure to TVP placement was limited, with 37% reporting no prior simulation experience and 24% reporting no prior live placement. Faculty reporting comfort or high comfort with independently placing a TVP increased from 14.8% pre-intervention to 83.3% post-intervention. Mean comfort scores improved from 2.1 ± 0.6 to 3.2 ± 0.6 on a 4-point Likert scale (<i>p</i> &lt; 0.001). The sessions were rated as highly useful (mean 4.9 ± 0.3 on a 5-point Likert scale), and all participants would recommend the training to colleagues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>A train-the-trainer, peer-led simulation model significantly improved faculty comfort with transvenous pacemaker placement while minimizing reliance on centralized simulation resources. Embedding brief, small-group sessions within existing educational structures offers a feasible and scalable approach for maintaining faculty competency in HALO procedures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 5","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13531364/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876209","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":"Educator's Blueprint: Six Tips for Navigating What Emergency Physicians Cannot Control","authors":"Kenneth V. Iserson","doi":"10.1002/aet2.70244","DOIUrl":"10.1002/aet2.70244","url":null,"abstract":"<div>\u0000 \u0000 <p>Emergency physicians repeatedly encounter problems that clinical expertise alone cannot resolve, such as a patient with decision-making capacity leaving against advice, a consultant declining to come in, admitted patients boarding for hours, or a family asking for continued resuscitation after the team concludes that it cannot succeed. Residency prepares us well for what we can control but offers little guidance about the rest. Some of these encounters produce moral distress; others are frustrating limitations. This Educator‘s Blueprint presents six tips to face such situations adapted from Stoicism, Buddhism, and Taoism. Stoicism helps distinguish what can be changed from what cannot. Buddhism helps separate a difficult outcome from professional identity. Taoism helps direct the remaining effort toward action the circumstances can absorb. The tips are designed for use in conferences and reflection groups that many programs already conduct. The article also explains why these traditions were selected and acknowledges important criticisms of their use.</p>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148819805","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 Data to Development: Portfolio Coaching in Emergency Medicine Residency.","authors":"Margaret Wolff, Jeremy Branzetti, Pamela L Dyne, Sarah R Williams, Robin Hemphill, Sally Santen","doi":"10.1002/aet2.70246","DOIUrl":"10.1002/aet2.70246","url":null,"abstract":"<p><p>In this Educator's Blueprint, we describe practical strategies for implementing portfolio coaching in emergency medicine residency programs. Portfolio coaching uses structured, longitudinal conversations to help residents interpret resident-facing assessment data, engage in informed self-assessment, identify performance patterns, and co-create individualized learning plans. These structural strategies are intended for coaching offered routinely to all residents; they are not an exhaustive guide to resident change management. The ideal state is learner-driven; residents continually seek, interpret, and use feedback, with coaches serving as guides who help them develop these habits. We also address common responses to feedback and ways faculty can support reflection, ownership, and continued growth.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":"e70246"},"PeriodicalIF":1.6,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13504150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148819851","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":"Starting an Effective Coaching Program: An Educational Blueprint for Foundational Decisions","authors":"Sally A. Santen,&nbsp;Amy Miller Juve,&nbsp;Maya M. Hammoud,&nbsp;Benjamin Kinnear,&nbsp;Chemen M. Neal,&nbsp;Nicole M. Deiorio,&nbsp;William B. Cutrer,&nbsp;Meg Wolff","doi":"10.1002/aet2.70243","DOIUrl":"https://doi.org/10.1002/aet2.70243","url":null,"abstract":"<p>There is growing interest in coaching as a strategy to support competency-based medical education (CBME), individualized learning, development of Master Adaptive Learners, and precision education. Despite high enthusiasm, educators often struggle with how to begin developing an effective program. This educational blueprint describes two foundational decisions for launching a coaching program: defining program goals and selecting a theory of change with an aligned coaching model. We then examine contextual considerations, implementation challenges, and tradeoffs that influence these decisions. Grounding a program in explicit goals, educational theory and intentional model selection create a coherent foundation for subsequent design, implementation, and evaluation.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783726","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":"Variability and Innovation in Faculty Development Models in Emergency Medicine","authors":"Jessica Baez,&nbsp;Susan Promes,&nbsp;Nicolas Ellis,&nbsp;Kay Leaming-Van Zandt,&nbsp;Joan Noelker,&nbsp;Robbie Paulsen,&nbsp;Douglas Char,&nbsp;Lawrence Kass,&nbsp;Elizabeth Leenellett,&nbsp;Erin McDonough,&nbsp;Sally A. Santen","doi":"10.1002/aet2.70232","DOIUrl":"10.1002/aet2.70232","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Ongoing faculty development is essential in academic emergency medicine (EM) to ensure physicians remain clinically competent, educationally effective, and aligned with evolving healthcare demands. Despite this necessity, approaches to faculty development vary widely in structure, participation expectations, and underlying educational philosophy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper explores the spectrum of faculty development models, including voluntary participation, asynchronous learning, and institutional mandates, examining how each aligns with learning theory and motivational frameworks such as Self-Determination Theory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We discuss the benefits and limitations of different methods, including their impact on engagement, skill retention, accountability, and institutional culture. Drawing from both educational literature and implementation experience, we highlight the importance of intentional design, learner autonomy, and system-level alignment in promoting meaningful and sustainable faculty growth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Ultimately, the paper presents an expert-informed conceptual framework to guide academic departments in selecting and tailoring faculty development strategies that balance individual motivation with organizational responsibility.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13458471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148713812","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":"More Than Standardized Patients: Best Practices for Collaborating With Simulated Participants in Emergency Medicine","authors":"Janice Shin-Kim,&nbsp;Samreen Vora,&nbsp;Kei U. Wong,&nbsp;Charles Lei,&nbsp;Sara Hock,&nbsp;Julie Rice,&nbsp;Kelly N. Roszczynialski,&nbsp;Tiffany Moadel,&nbsp;Anita Rohra,&nbsp;Tina H. Chen","doi":"10.1002/aet2.70239","DOIUrl":"10.1002/aet2.70239","url":null,"abstract":"<div>\u0000 \u0000 <p>Standardized patients, simulated patients, and simulated participants (SPs) are widely integrated into medical education. With the American Board of Emergency Medicine adopting objective structured clinical examinations in its new Certifying Exam format, emergency medicine (EM) educators have new impetus to develop expertise in SP methodology and implement best practices for SP-based education within the unique context of EM residency programs. To address this need, the Society for Academic Emergency Medicine Simulation Academy convened a work group to review and synthesize best SP educational practices for EM residency programs. The work group consisted of EM faculty who oversee SP-based education in their respective residency programs, often as an extension of their expertise in simulation. Using the Association of SP Educators Standards of Best Practice as the organizing framework, the work group adapted its five domains—(1) safe work environment, (2) case development, (3) SP training, (4) program management, and (5) professional development—to the specific needs and challenges of EM residency education. The resulting recommendations are intended to help EM educators integrate SP methodology into a wide range of resource contexts, including programs with and without access to professionally trained SPs.</p>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148713857","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 Simulation to Bedside: A Hybrid Rapid Cycle Deliberate Practice—Mastery Learning Curriculum for Serratus Anterior Plane Block Training","authors":"Nicky Chung,&nbsp;Ariella Gartenberg,&nbsp;Michelle Montenegro,&nbsp;Anjali Cherukuri,&nbsp;Michael Meguerduchian,&nbsp;Dana Trottier,&nbsp;Debayan Guha,&nbsp;Oark Ahmed,&nbsp;Kyle Chin,&nbsp;Adam Billig,&nbsp;Trevor Dixon,&nbsp;Michael Halperin,&nbsp;Nicole Leonard-Shiu,&nbsp;William Murk,&nbsp;Philip O'Chan,&nbsp;Andrew Restivo,&nbsp;Jeremy Sperling,&nbsp;Maninder Singh","doi":"10.1002/aet2.70241","DOIUrl":"10.1002/aet2.70241","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The serratus anterior plane block (SAPB) is an effective ultrasound-guided regional anesthesia technique for anterolateral rib fracture pain. Formal SAPB training in emergency medicine remains limited, contributing to inconsistent adoption and procedural confidence. This study evaluated whether a simulation-based curriculum improves emergency physicians' confidence, knowledge, retention, and simulated procedural competency.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A prospective educational intervention was conducted at an urban academic center. Participants completed pre- and post-curriculum surveys assessing SAPB knowledge, procedural confidence, and barriers. Survey content was developed using a three-round Delphi process by emergency medicine ultrasound and simulation experts. The curriculum included didactic teaching and four simulation stations addressing consent, ultrasound-guided in-plane technique, anatomy, and SAPB performance using task trainers. Procedural competency was assessed using an ACEP-guidelines-based checklist. Pre- and post-curriculum outcomes were analyzed using paired &lt;i&gt;t&lt;/i&gt;-tests (&lt;i&gt;p&lt;/i&gt; &lt; 0.05).&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Thirty-six physicians participated, including attendings (19.4%), fellows (8.3%), and residents (72.2%) distributed evenly across PGY1 to PGY4 levels. Two participants (5.6%) had prior ultrasound fellowship training and 5 (13.9%) had previously performed a SAPB. Self-reported confidence increased significantly following the curriculum (1.81 ± 1.09 vs. 4.00 ± 0.72; &lt;i&gt;p&lt;/i&gt; &lt; 0.001), as did willingness to perform the block (3.31 ± 1.60 vs. 4.53 ± 0.70; &lt;i&gt;p&lt;/i&gt; &lt; 0.001). All participants achieved simulated procedural competency and demonstrated improved knowledge scores following the curriculum (&lt;i&gt;p&lt;/i&gt; &lt; 0.001). Five clinical bedside SAPBs were performed during the first 6 months following training. Among 32 participants (88.9%) completing the 4–6-week follow-up, mean cumulative knowledge scores were 92.9% ± 11.7 immediately after training and 90.9% ± 10.3 at follow-up. Reported barriers to SAPB performance included time constraints, patient refusal, and limited availability of appropriate patients.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A simulation-based curriculum improved emergency physicians' self-reported confidence and knowledge regarding the SAPB, while supporting short-term stability of knowledge performance. These findings highlight the value of simulation as a scalable pathway to standardize ultrasound-guided regional anesthesia training and facilitate future evaluation of SAPB adoption","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148713782","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":"Do or Die: A Rapid-Fire Tabletop Review of “Must Know” Emergency Medicine Pathologies","authors":"Jennifer Yee,&nbsp;Colin G. Kaide,&nbsp;Geremiha Emerson,&nbsp;Kelsey H. Jordan,&nbsp;Sorabh Khandelwal","doi":"10.1002/aet2.70240","DOIUrl":"10.1002/aet2.70240","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) physicians must rapidly recognize and manage time-critical conditions; however, standardized methods to teach and assess competency in these scenarios remain limited and resource-intensive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To develop and implement a low-resource, standardized tabletop simulation to evaluate EM residents' ability to manage high-risk, time-sensitive pathologies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-five critical EM pathologies were identified through expert consensus. We designed “Do or Die” (DoD), a rapid-fire, case-based program grounded in progress testing principles that required a faculty facilitator, laptop and 25 index cards. Residents independently prepared using a provided pathology list. During timed sessions, residents completed five randomly assigned cases, each scored using dichotomous critical action checklists. Performance thresholds varied by postgraduate year (PGY).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The program was piloted with 54 residents during the 2025–2026 academic year. Fifty-six percent of residents passed on the first attempt with variation noted across training levels. Iterative attempts led to progressive improvement, and all residents ultimately achieved passing performance thresholds. The exercise identified both individual learner gaps and curricular opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The DoD program is a feasible, low-resource innovation that provides standardized, formative evaluation of EM residents' management of time-critical conditions. It offers a reproducible and adaptable approach to educational assessment and curricular refinement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13443121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686105","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}