AEM Education and Training最新文献

{"title":"Remodeling Resident Research: A Qualitative Study of Emergency Medicine Residents Who Struggled to Complete Their Scholarly Project","authors":"Ridhima Ghei,&nbsp;Jeremy Shin,&nbsp;Lynn Jiang,&nbsp;Jaime Jordan,&nbsp;Keith Willner","doi":"10.1002/aet2.70242","DOIUrl":"10.1002/aet2.70242","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The scholarly activity requirement by the Accreditation Council for Graduate Medical Education (ACGME) is broadly defined and variably applied by residency programs. The scholarly productivity of trainees is variable and it is unknown why some may struggle to meet this requirement. This study aims to explore the perspectives of residents who struggled in completing scholarship during residency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed a qualitative study using a constructivist paradigm and conducted semi-structured interviews at four ACGME-accredited emergency medicine residency programs. The programs reflect diverse locations and training formats. We invited residents who self-identified as struggling with scholarship. Two researchers independently performed a content 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>We interviewed 13 residents (6 Male and 7 Female; median age 31; 7 PGY-3, 3 PGY-4, 3 post-graduation). Many participated in scholarship before residency. We identified three major themes: barriers/challenges to scholarly activity, recommendations to programs to support residents in scholarly work, and strategies for residents to mitigate challenges. Challenges to scholarly activity included lack of understanding of the scholarly project requirement, lack of time, lack of perceived value, and mentorship challenges. Participants recommended programs set clear expectations, provide infrastructure, and facilitate high-quality mentorship, including a faculty champion. Participants advised residents to start the project early, seek out good mentorship, and find a meaningful, but simple, project.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our study reveals that even residents with prior experience can struggle with scholarship and we identified multiple barriers trainees face. Strategically investing in infrastructure, clarifying expectations, and prioritizing mentorship represents an actionable roadmap that may transform the scholarly project from a burdensome requirement into a meaningful educational opportunity.</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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686081","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":"Improving Faculty Performance in Providing Written Feedback to Learners","authors":"Kimberly A. Alford,&nbsp;Allison M. Schiller,&nbsp;Leigh A. Patterson","doi":"10.1002/aet2.70235","DOIUrl":"10.1002/aet2.70235","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Faculty acknowledged the importance of completing resident and student assessments yet demonstrated difficulty in consistently performing this task. The investigators aimed to increase the completion of written assessments by faculty in an academic medical center between the years of 2019 and 2024, with success defined as assessments of 100% of medical student shifts and 50% of resident shifts in the emergency department.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To meet the objective, the investigators established faculty assessment targets in 2020 and implemented annual interventions over 4 years, including incorporation into annual faculty evaluations, use of a tracking dashboard, and integration into the compensation plan. Performance was retrospectively analyzed for the year prior to and the 4 years of interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Faculty completed assessments for 70% of student shifts and 28% of resident shifts in the 2019–20 academic year. Completion rates improved incrementally over the 4 years of successive interventions and reached 99% of student shifts assessed and 76% of resident shifts assessed. Secondarily, the proportion of faculty meeting assessment targets increased over the study period, with 100% completion rising from 16% to 56% and ≥ 50% completion rising from 34% to 81%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Faculty assessment completion improved substantially after implementation of targets, dashboards, and compensation incentives. These interventions increased both the proportion of learner shifts assessed and the percentage of faculty meeting assessment targets, demonstrating a sustainable strategy to enhance feedback practices in academic medicine.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13434027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674230","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":"Development, Implementation, and Evaluation of a Faculty Scholarship Program for Emergency Medicine Clinician Educators","authors":"Amina Belghit,&nbsp;William B. Stubblefield,&nbsp;Erik P. Hess,&nbsp;Jeremy S. Boyd,&nbsp;Deja M. Curry,&nbsp;Jim Olechna,&nbsp;Alan B. Storrow","doi":"10.1002/aet2.70238","DOIUrl":"10.1002/aet2.70238","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Scholarship is essential for career progression within academic settings. Unfortunately, time pressures, uncertain processes, and unclear or absent resources remain barriers. We describe the development, implementation, and effectiveness of an internally funded scholarship program for EM faculty clinician educators led by the effort from 2 faculty physician scientists and a full-time Health Science Research Analyst.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The program was developed through a needs assessment survey, discussions with faculty development leadership, and components of the PRISM implementation framework. Effectiveness was assessed using an interrupted time series (1 year pre- and 1 year post-implementation). Scholarship was defined a priori as manuscripts, abstract acceptances, regional/national presentations, book chapters, and online publications. The target audience was faculty, residents, fellows, attendings, and advanced practice providers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our needs assessment survey suggested deficiencies in mentorship, formal curriculum, academic writing, and navigating journal submissions. A conceptual framework for scholarship was developed with 4 domains: education, clinical trials and studies, administrative, and training. The program was implemented July 1, 2024, and adopted by 17% (<i>n</i> = 17) of the audience. Acceptability ratings were high, with over 88% of respondents selecting 4/5 or 5/5 (1–5 ordinal scale). Overall scholarship increased from pre-implementation (146 manuscripts, 69 abstracts, 54 presentations, 27 book chapters, 34 online publications; total 330) to post (195 manuscripts, 90 abstracts, 78 presentations, 28 book chapters, 57 online publications; total 448), representing a 35.8% growth. The most notable increases occurred in manuscripts, followed by abstracts and presentations. For adoptees, output increased from a mean of 0.4 to 0.58 per participant per year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>A faculty scholarship program for EM clinician educators was successfully executed within an implementation science framework. Our program was well received by end users and displayed an increase in scholarly output. Future evaluations will focus on program sustainability, growth, and impact on promotion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13434035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674180","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":"Utilization of Escape Room Gamification for Medical Toxicology Education of Emergency Medicine Residents","authors":"Anjali Cherukuri,&nbsp;Nicky Chung,&nbsp;Ariella Gartenberg,&nbsp;Joshua Bloom,&nbsp;Anthony Scoccimarro,&nbsp;Oark Ahmed,&nbsp;Debayan Guha,&nbsp;Andrew Restivo,&nbsp;Christina Ciraco,&nbsp;Kyle Kennedy,&nbsp;Jason Siebert,&nbsp;Jeremy Sperling,&nbsp;Maninder Singh","doi":"10.1002/aet2.70233","DOIUrl":"10.1002/aet2.70233","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical toxicology is a core area of competence laid out by the American Board of Emergency Medicine (EM). While traditional lecture-based education is crucial for knowledge acquisition, innovative approaches such as escape room gamification may enhance resident engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The authors aimed to compare the effectiveness of in-person escape room gamification with traditional didactic teaching for toxicology education among EM residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomized crossover study was conducted at a large urban academic simulation center. EM residents were assigned to receive medical toxicology education through escape room gamification or traditional lecture. Knowledge acquisition was assessed using a 10-item multiple choice test administered pre- and post-intervention, with knowledge retention at 4–6 weeks. A Likert-Scale survey was utilized to assess participant satisfaction and perceptions. Paired two-tailed <i>t</i>-tests were used for analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-one EM residents across various post-graduate years (PGY 1–4) participated in the study. Average knowledge scores graded from 0 to 10 improved significantly after both gamification (6.67 ± 1.90, <i>p</i> = 0.043) and lecture-based education (7.04 ± 1.46, <i>p</i> = 0.001) compared to pre-intervention (5.78 ± 1.53). Most participants (73.5%) preferred escape room gamification. No difference was detected at 4–6 weeks retention assessment, with scores remaining significantly higher than baseline (<i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Escape room gamification demonstrated comparable knowledge acquisition and retention to traditional lectures. Gamification was preferred by learners. Gamification is a feasible, effective, and engaging adjunct for teaching medical toxicology to EM residents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608286","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":"A Web-Based Curricular Inventory of Emergency Medicine Clerkships in the United States","authors":"Mary G. McGoldrick,&nbsp;Eli J. Rogers,&nbsp;Alison N. Bonner,&nbsp;Juliet Jacobson,&nbsp;Jimmy Truong,&nbsp;Emmagene Worley,&nbsp;Jonathan Giordano,&nbsp;Justine Sweeney,&nbsp;Lauren Curato,&nbsp;Tiffany Murano","doi":"10.1002/aet2.70237","DOIUrl":"10.1002/aet2.70237","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Since rotation data were last cataloged in 2013 by Khandelwal et al., there have been significant events that impacted emergency medicine (EM). Investigators sought to determine characteristics of EM experiences offered at US medical schools. We anticipated that, compared to data collected in 2013, there would be more required clinical rotations, but variability in timing and length.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted an internet search of publicly available EM curricula for 224 accredited, degree-granting (158 MD, 66 DO) US medical schools. We examined if an EM clinical experience was required, when it occurred, rotation length, and the number and length of shifts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified that 61.2% (137/224) of schools had a required EM clerkship, most frequently occurring after core clinical rotations. Advanced electives (sub-internships/acting internships) were offered at 110/224 schools (49.1%). These experiences were typically 4 weeks in length. Additional information regarding the number of shifts, shift length, and preceptorship, was limited and variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Most US medical schools require EM rotations, an increase over the prior decade. The Structure and timing of rotations vary, and many curricular details are not publicly available. A direct survey of clerkship directors and continued maintenance of existing repositories are needed to completely assess national trends.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608215","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":"Impact of Rotation Timing on Emergency Medicine Sub-Internship Course Outcomes","authors":"Sofia Tuttle,&nbsp;Allison Beaulieu,&nbsp;Rowan Kelner,&nbsp;Christine Raps,&nbsp;Robert Stephen,&nbsp;Julia Ruggieri,&nbsp;Emad Awad,&nbsp;Brian Merritt,&nbsp;Patrick G. Hughes","doi":"10.1002/aet2.70227","DOIUrl":"10.1002/aet2.70227","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine sub-internships traditionally occur in summer months to facilitate letters of recommendation for residency applications, although it is unknown whether sub-internship timing impacts course outcomes. The purpose of this study was to identify seasonal trends in course outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This retrospective observational study examined 84 EM-bound medical students during a 4-week EM sub-internship between 2021 and 2024. During the rotation, students received on-shift evaluations graded on a Likert scale from 0 (inadequate) to 4 (outstanding) and completed an online SAEM exam (scored 0–100), both of which contributed to the final course grade. Course outcomes included the number of evaluations, average evaluation score, SAEM score and final course grade. Outcomes were compared between students rotating in May–July (25 students) and August–October (59 students). Analysis was completed in SPSS using independent <i>t</i>-tests, Mann–Whitney <i>U</i> tests and regression analysis to adjust for confounders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There were no significant differences in outcomes between the May–July and August–October subgroups when comparing average evaluation score (<i>p</i> = 0.11), SAEM score (<i>p</i> = 0.32) and final course score (<i>p</i> = 0.21).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>No performance differences were observed between early summer (May–July) and fall (August–October) rotations. These findings suggest that early summer rotations do not offer a significant advantage over fall rotations. Limitations include a single site study. Future research is needed to investigate factors contributing to seasonal variation in sub-internship performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13396426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148585262","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":"Growth-Oriented Active Learning (GOAL): Reframing Remediation in Emergency Medicine Training","authors":"Michael Gottlieb","doi":"10.1002/aet2.70231","DOIUrl":"10.1002/aet2.70231","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563103","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 Emergency Department as a Moral Classroom: Teaching Compassion When the System Is Full","authors":"Pramana,&nbsp;Yuliana Dyah Rahmawati","doi":"10.1002/aet2.70230","DOIUrl":"https://doi.org/10.1002/aet2.70230","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615421","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":"What Makes the Best Educator? A Qualitative Analysis of Emergency Medicine Resident Perspectives","authors":"Marshall Howell,&nbsp;Joshua Ginsburg,&nbsp;Erin Lincoln,&nbsp;C. Reece Brockman II,&nbsp;D. Mark Courtney,&nbsp;Brian Milman","doi":"10.1002/aet2.70211","DOIUrl":"https://doi.org/10.1002/aet2.70211","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective clinical educators are essential to emergency medicine (EM) residency training, and the pace and dynamics of the emergency department require them to have a unique educational skillset. Most existing literature defining educational excellence in EM reflects educator rather than learner perspectives, and there is limited contemporary, resident-centered work that describes the teaching practices of exceptional EM educators. This study aimed to identify EM resident-defined practices that characterize the “best” EM educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed a qualitative thematic analysis to analyze open-ended survey responses from residents at a large, urban, 3 year EM residency program. All 78 residents were invited to complete an anonymous survey containing a single prompt to describe their best EM educator. Data were collected over 72 h in March 2025. Three investigators performed iterative open coding and applied constant comparative methods to identify themes. Postgraduate year (PGY) class was unblinded after analysis to explore patterns by training level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-eight residents responded (48.7% response rate). Five themes emerged: (1) growth orientation, (2) psychological safety, (3) shares clinical burden, (4) educational expertise, including optimal timing and setting of teaching, knowledge translation, and fostering independence; and (5) clinical expertise, including content expertise and role modeling. In a secondary descriptive analysis, PGY-1s emphasized psychological safety, growth-oriented feedback, and autonomy, while PGY-2 and PGY-3 residents prioritized approachability, timely teaching, shared workload, and clinical expertise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Residents identified outstanding EM educators as growth-oriented, supportive, skilled teachers and expert clinicians, with preferences varying by training level. These themes may guide faculty development, coaching, and feedback as well as future studies on resident-centered educator training.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467149","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":"Transesophageal Echocardiography in the Emergency Department: Development of a Validated Checklist for Training","authors":"Kenton L. Anderson,&nbsp;Timothy J. Batchelor,&nbsp;Xinhang Wang,&nbsp;Nicholas Pokrajac,&nbsp;Felipe Teran,&nbsp;Felipe Aguayo-Romero,&nbsp;Arun Nagdev,&nbsp;Rob Reardon,&nbsp;Elliott Chinn,&nbsp;Patrick Ockerse,&nbsp;Phillip Andrus,&nbsp;Michael J. Vitto,&nbsp;Katharine M. Burns,&nbsp;Frances Mae West,&nbsp;Eric R. Abrams,&nbsp;Michael Gottlieb","doi":"10.1002/aet2.70229","DOIUrl":"10.1002/aet2.70229","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Although the use of transesophageal echocardiography (TEE) may improve cardiac arrest management, emergency physicians (EPs) may have insufficient clinical practice opportunities to become competent in TEE. Standardized checklists, such as those used in simulation-based mastery learning (SBML), improve trainee performance for rarely performed procedures. To date, there is no validated checklist for performing point-of-care (POC) TEE in the emergency department setting. The objective of this project was to develop and validate an SBML checklist containing the critical actions for performing POC TEE that can be used for procedural skills training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a multiphase study that began with a three-round modified Delphi to develop the checklist and ended with pre-post assessment. After checklist development, aspects of reliability were measured by piloting the checklist as part of an SBML training program. A previously validated survey was used to assess pre- and post-training confidence in using TEE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The final checklist consisted of 43 items across 7 sections. The minimum passing score (MPS) was set at 83% and the panel deemed 4 actions as critical to patient safety. There was near-perfect inter-rater agreement among all raters with a Gwet's AC1 of 0.99 (95% CI 0.98–1.00) for the full checklist. All EPs that participated in training met the MPS, with a mean score of 97.0% (95% CI 95.0–100%). Median confidence using TEE improved after SBML (23 to 80, <i>p</i> &lt; 0.0001). The post-training confidence for trainees who had prior TEE experience was not significantly different compared to trainees without prior TEE experience (86 vs. 75, <i>p</i> = 0.142).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We have developed a novel POC TEE SBML checklist and present validity evidence for the checklist. When using the SBML checklist for TEE training, pretraining confidence was higher among participants with prior TEE experience, but post-training confidence equalized between participants with and without prior TEE experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425092","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}