AEM Education and Training最新文献

{"title":"Drivers of Professional Satisfaction in Emergency Medicine Residency Training in the US","authors":"Arvin Radfar Akhavan,&nbsp;Kirstin Woody Scott,&nbsp;Patrick Hewes,&nbsp;Erin Kinney,&nbsp;Boris Pavic,&nbsp;Josh Simmons,&nbsp;Michelle D. Lall,&nbsp;Michael Gottlieb,&nbsp;Yvette Calderon,&nbsp;Dave W. Lu","doi":"10.1002/aet2.70228","DOIUrl":"10.1002/aet2.70228","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Physician wellness discussions often center on burnout and negative aspects of clinical practice. Less is known about what brings professional satisfaction to physicians, particularly among emergency medicine (EM) residents. Understanding drivers of professional satisfaction is important for the future of the specialty as they may influence residents' career decisions. This study aimed to identify drivers of professional satisfaction among a national cohort of EM residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a mixed methods study using a survey administered following the 2024 ABEM In-Training Examination to EM residents in ACGME-accredited programs. The single-item, free-text survey question asked: “List the top 3 drivers of your professional satisfaction in EM.” Responses were linked to resident demographics, year in training, and program length. Using an exploratory, sequential mixed methods design, we developed a codebook via team-based thematic analysis. We subsequently quantified theme prevalence, summarized the top 10 themes, and compared the top 5 themes across strata by demographics and program characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>3914 of 9820 eligible residents (39.9%) responded. Our team identified 41 unique themes from these responses. The top 10 drivers of professional satisfaction by frequency were: (1) EM community/team culture, (2) positive impact on patients, (3) work-life balance, (4) bedside patient interactions, (5) clinical variety, (6) shift work flexibility, (7) financial compensation, (8) opportunities for procedures, (9) EM clinical skill set, and (10) critical care opportunities. The most prevalent themes did not vary by resident demographics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In a national cohort of EM residents, we identified a list of key drivers of professional satisfaction that clustered into a small number of highly prevalent themes. The most important factors were related to the people and culture of the program and making a positive impact on patients. These findings may inform strategies to strengthen EM resident professional fulfillment and support the future of the specialty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13346350/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425078","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":"Artificial Intelligence in Emergency Medicine Letters of Recommendation","authors":"Erin R. Leiman,&nbsp;Christopher J. Nash,&nbsp;Sreeja Natesan,&nbsp;Samiya Torres,&nbsp;Megan J. Rivera","doi":"10.1002/aet2.70224","DOIUrl":"https://doi.org/10.1002/aet2.70224","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148389159","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 in the Era of Hospital Systems: A Needs Assessment","authors":"Jaime Jordan,&nbsp;Jonathan E. Karademos,&nbsp;David Jones,&nbsp;Briana D. Miller,&nbsp;Lalena M. Yarris","doi":"10.1002/aet2.70226","DOIUrl":"https://doi.org/10.1002/aet2.70226","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Faculty development (FD) programs provide faculty with knowledge and skills to succeed in their roles. There is limited data to guide FD in emergency medicine (EM), especially in hospital systems that include diverse sites. We sought to identify the needs and preferences of EM faculty within a hospital system with multiple sites.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This was a cross-sectional survey of EM faculty at four different sites (one academic, two community, one rural). Participants completed an online survey consisting of multiple choice, completion, and scale items that was piloted prior to use. We calculated descriptive statistics. We used multivariate general linear model (MANOVA) to examine differences in optimal time allocation across FD domains by site type, gender, and career stage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eighty-five (75%) faculty participated across all ranks. The mean optimal percentage of time for various FD domains was 36% to Clinical skills, 15% to Education skills, 18% to Scholarship skills, 17% to career development and promotion skills, and 15% to personal development and wellness skills. The greatest barriers to participation in FD activities were timing of the activity and faculty workload. To promote engagement, participants supported ensuring FD activities are integrated into career goal discussions. The three-way interaction between site type, gender, and career stage was not significant (<i>p</i> = 0.178). In the adjusted main-effects model, there was a significant effect of primary clinical site type on optimal percentage of time allocation across FD domains (<i>p</i> = 0.008). There was no significant effect of gender or career stage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Participants identified FD needs as well as motivators and barriers to participation. Perceived FD domain needs varied by type of practice site. These findings can inform the development and refinement of faculty development programs in EM as well as serve as a model for FD needs assessments in healthcare systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148389177","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":"AI in the ED: Six High-Impact Uses for Clinical Educators.","authors":"Sreeja Natesan, Samiya Torres, Christopher J Nash, Erin Leiman, Megan J Rivera","doi":"10.1002/aet2.70219","DOIUrl":"10.1002/aet2.70219","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70219"},"PeriodicalIF":1.6,"publicationDate":"2026-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13310953/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148353825","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":"Outcomes of the SAEM Competency-Based Medical Education Consensus Conference: Challenges and Opportunities in Implementing CBME.","authors":"Laura R Hopson, Holly Caretta-Weyer, Felix Ankel, Robert Cooney, Abra Fant, Andrew K Hall, Juliet Jacobson, Charles W Kropf, Miriam Kulkarmi, Michelle D Lall, Adaira Landry, Haley Manella, Catherine Parker, Kelly N Roszczynialski, Mary Tanski, Afia Joarder, Linda Regan","doi":"10.1002/aet2.70221","DOIUrl":"10.1002/aet2.70221","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based medical education (CBME) focuses on the attainment of defined skills independent of the time spent in training. Emergency Medicine (EM) is starting the long process of CBME implementation.</p><p><strong>Methodology: </strong>In preparation for the 2025 Society for Academic Emergency Medicine (SAEM) Consensus conference whose goal is to define the research agenda around CBME, a diverse workgroup of expert educators convened. They conducted a literature review and developed a large roster of potential research questions.</p><p><strong>Analysis: </strong>Through a modified Delphi process, they prioritized 10 research questions related to CBME implementation. The final group of questions fell into three broad categories: (1) Program evaluation, (2) Change management, and (3) System needs and resources.</p><p><strong>Implications: </strong>Implementation of CBME in EM will require intentional incorporation of change management strategies and systematic development of program evaluation. This will minimize the risk of negative outcomes resulting from ineffective implementation strategies and promote the successful uptake of CBME within the specialty.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70221"},"PeriodicalIF":1.6,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13296824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346633","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":"Teaching Urgency Without Losing Humanity: Why Crisis Communication Should Be Core Training in Emergency Medicine.","authors":"Raditya Pratama Putra","doi":"10.1002/aet2.70217","DOIUrl":"10.1002/aet2.70217","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70217"},"PeriodicalIF":1.6,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13291712/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333602","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":"Implementing Core Entrustable Professional Activities in Emergency Medicine Clerkships: A Psychometric Study of Student Growth.","authors":"Anne Marie Griebie, Esther Dasari Dale, Mohammed A A Abulela, Claudio Violato","doi":"10.1002/aet2.70191","DOIUrl":"10.1002/aet2.70191","url":null,"abstract":"<p><strong>Background: </strong>The purpose of the present study was to conduct a psychometric analysis of student growth of Entrustable Professional Activities (EPAs) in an Emergency Medicine (EM) clerkship.</p><p><strong>Methods: </strong>A total of 481 third or fourth-year medical students at the University of Minnesota Medical School participated. Students were enrolled in a required 4-week EM clerkship during 3 academic years across 13 Core EPAs. Regression analyses were employed to examine if the growth curve of each of the EPAs follows a curvilinear structure as hypothesized in learning theory. Reliability or dependability of the EPA assessments was assessed using two-facet generalizability analysis defined as Ep2 coefficients indicating the reliability of the scores.</p><p><strong>Results: </strong>There were 7707 EPA-based assessments (mean = 16 [SD = 5.0] assessments per student), provided by 793 assessors; 494 (62.3%) residents and 299 (37.7%) faculty members. The growth curves for most EPAs ratings followed the predicted negative exponential curve (EPAs 1, 2, 3, 5, 6, 8, 10, 12) but not for others (4, 7, 9, 11, 13). The slope of the growth curves showed variation by EPA. Adequate reliability of ratings was achieved with six raters assessing on six assessment occasions (Ep2 coefficient ≥ 0.70).</p><p><strong>Conclusions: </strong>Analyses of more than 7700 assessments of students in an emergency medicine rotation are consistent with long-standing negative exponential learning theory. Adequate reliability was achieved with an acceptable Ep2 coefficient with six assessors. Results indicate the EPA framework is a practical approach to assessing real-world competency within the emergency medicine clerkship. Moreover, student growth on these EPAs provides important information for clerkship design, instruction, and assessment.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70191"},"PeriodicalIF":1.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13291420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333657","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":"Drivers and Outcomes of Engagement in Non-Formal Special Interest Groups Among Japanese Emergency Physicians: An Activity Theory Analysis.","authors":"Takeshi Kawaguchi, Osamu Nomura, Kaho Hayakawa, Shigeki Fujitani, Takuya Saiki","doi":"10.1002/aet2.70225","DOIUrl":"10.1002/aet2.70225","url":null,"abstract":"<p><strong>Objectives: </strong>Emergency medicine requires physicians to manage high uncertainty, time constraints, and diverse responsibilities. To sustain their careers, continuous professional development (CPD) and psychological well-being are crucial. While participation in formal learning is often limited by time and location, autonomous \"non-formal\" Special Interest Groups (SIGs) are emerging as flexible learning spaces. This study aimed to address two research questions (RQs): (1) What drives Japanese emergency physicians (EPs) to engage in non-formal SIGs? (2) What do EPs learn and gain through these activities?</p><p><strong>Methods: </strong>This qualitative study was grounded in a constructivist paradigm. We conducted semi-structured interviews with 14 EPs playing central roles within the Emergency Medicine Alliance, a non-formal SIG in Japan. Data were analyzed using Braun & Clarke's thematic analysis. Engeström's Activity Theory served as the theoretical framework, focusing on interactions between individuals and the collective, as well as systemic \"contradictions\".</p><p><strong>Results: </strong>For RQ1 (drivers), engagement was driven by interactions among the Subject (desire for professional development), Object (goals for transforming emergency medicine), and Community (a psychologically safe and diverse network). For RQ2 (gains), learning was mediated by Tools (means of facilitating learning and interaction), Division of Labor (transformation of roles and leadership), and Rules (norms supporting activities), leading to Outcomes (professional development and formation of social networks). A primary contradiction between mutual support and social contribution emerged as a central driver of these activities.</p><p><strong>Conclusions: </strong>Non-formal SIG activities function as a process of expansive learning, in which participants develop new practices through engagement with systemic contradictions. In particular, the tension between the initial goal of \"mutual support\" and the evolving goal of \"social contribution\" acted as a fundamental driver. The collaborative resolution of these contradictions appears central to participants' learning. These findings suggest that non-formal SIGs offer important value for CPD and the development of social capital.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70225"},"PeriodicalIF":1.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13291434/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333566","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":"From Fly on the Wall to Future Colleagues: Best Practice Recommendations for Medical Student Shadowing Programs.","authors":"Molly Estes, Danielle Matonis, McKenna Knych, Brian Barbas, Ronnie Ren, William Dixon, Michael Pasirstein, Xiao Chi Zhang, Kaitlin Bowers, Ravi R Chauhan, Laryssa A Patti","doi":"10.1002/aet2.70214","DOIUrl":"10.1002/aet2.70214","url":null,"abstract":"<p><strong>Background: </strong>Physician shadowing is a common component of early medical education and frequently represents students' first exposure to clinical practice. Despite its prevalence, existing guidance primarily targets learners rather than physicians supervising shadowing experiences. This gap is especially relevant in the emergency department (ED), where high patient acuity, workflow demands, and complex clinical environments create challenges for providing safe and meaningful observational learning. We sought to develop consensus-based best practice recommendations for ED faculty supervising medical student shadowing.</p><p><strong>Methods: </strong>We conducted a modified Delphi study using an online survey platform to achieve panelist consensus. Ten emergency medicine educators with a mean of 7 years of experience in medical student advising and clerkship leadership participated. Panelists initially generated 70 proposed best practice recommendations, which were refined to 54 unique items after removal of duplicates. Four Delphi rounds were completed, during which participants iteratively selected and refined recommendations through anonymous voting and feedback. Items were progressively eliminated or merged according to consensus thresholds until a final set of recommendations was established.</p><p><strong>Results: </strong>Consensus was achieved on 10 best practice recommendations after four Delphi rounds. Key themes included establishing structured scheduling and orientation processes, clearly communicating expectations and eligibility requirements, limiting concurrent learners, assessing students' backgrounds and goals, assigning a designated preceptor, enforcing restrictions on direct patient care, integrating students into the clinical team, providing opportunities for questions and reflection, maintaining engagement during workflow lulls, and modeling professionalism. Panelists emphasized balancing educational value with patient safety and clinical efficiency.</p><p><strong>Conclusions: </strong>These consensus-driven recommendations provide practical guidance for supervising medical student shadowing in the ED. Standardizing shadowing practices may transform shadowing into a structured early clinical learning experience, improving learner engagement, supporting safe educational environments, and enhancing early exposure to emergency medicine. Future research should evaluate implementation outcomes and applicability across specialties.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70214"},"PeriodicalIF":1.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13291185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333645","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":"Developing a Logic Model Framework for the Academy for Women in Academic Emergency Medicine (AWAEM).","authors":"Amy Zeidan, Laura E Walker, Margaret Samuels-Kalow, Rama A Salhi, Joe-Ann S Moser, Jennifer S Love, Pooja Agrawal","doi":"10.1002/aet2.70222","DOIUrl":"https://doi.org/10.1002/aet2.70222","url":null,"abstract":"<p><strong>Background: </strong>The Academy for Women in Academic Emergency Medicine (AWAEM) within the Society for Academic Emergency Medicine was established to advance the recruitment, promotion, retention, and career satisfaction of women in academic emergency medicine (AEM). Despite progress, persistent gender disparities remain in several areas, including compensation, promotion, and leadership representation.</p><p><strong>Objective: </strong>To better assess and evaluate current AWAEM programming, we developed a logic model to visually and systematically map AWAEM activities and initiatives with current and future metrics for evaluation.</p><p><strong>Methods: </strong>The logic model was guided by AWAEM's strategic plan and developed through an iterative process involving feedback from AWAEM members and leaders.</p><p><strong>Results: </strong>The model outlines key inputs, describes activities categorized across five thematic areas, and identifies tangible outputs with corresponding metrics for those activities. The model concludes with short-, intermediate-, and long-term outcomes that speak to the likely impact of AWAEM's programming.</p><p><strong>Discussion: </strong>The proposed logic model serves as a practical framework to align AWAEM's efforts to outcomes while also embedding evaluation into ongoing programming. It provides a visual tool for identifying gaps and incorporating data-driven modifications, as well as facilitating collaboration across the academy. While there are limitations to this logic model, it provides an initial roadmap and foundation for strategic planning and evaluation. It also provides an opportunity to periodically revise the model as AWAEM's needs evolve to ensure continued relevance and alignment with the needs of the entire membership. Additionally, this model can serve as a framework for other professional development groups, academies, and societies external to SAEM.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70222"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284284/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309743","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}