AEM Education and Training最新文献

{"title":"Making goals count: A theory-informed approach to on-shift learning goals","authors":"Max Griffith MD,&nbsp;Ivan Zvonar MD,&nbsp;Alexander Garrett MD,&nbsp;Naeem Bayaa MD","doi":"10.1002/aet2.10993","DOIUrl":"https://doi.org/10.1002/aet2.10993","url":null,"abstract":"<p>Supervisors often ask emergency medicine trainees for their learning goals at the start of a clinical shift, though they may do so without considering the reasons for this practice. Recognizing the underlying rationale for voicing on-shift learning goals and proactively considering solutions for some of the associated challenges can help learners and supervisors employ this practice to its full potential. Goal articulation is rooted in educational principles such as self-regulated learning, targeted performance feedback, and collaborative relationships between learner and supervisor. Despite the potential for on-shift learning goals to augment learning, there are numerous barriers that make it challenging for learners and supervisors alike to create or follow up on meaningful goals. Learner-related challenges include uncertainty about how to develop goals within an unpredictable clinical environment and creating goals too narrow or broad in scope. Supervisor-related challenges include difficulties integrating direct observation into the clinical workflow and a desire to avoid negative feedback. The learning environment also presents inherent challenges, such as lack of longitudinal supervisor–learner relationships, time constraints, space limitations, and incentives for learners to conceal their knowledge gaps. The authors discuss these challenges to effective on-shift learning goals and propose solutions that target the learner's approach, the supervisor's approach, and the learning environment itself.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141329371","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":"Integrating medical students into the emergency department during a protracted period of military conflict: Enhancing surge capacity and augmenting education","authors":"Joseph Offenbacher MD,&nbsp;Dror Via,&nbsp;Noa Oren,&nbsp;Jacob Assaf MD,&nbsp;Ahmad Nama MD,&nbsp;Evan Avraham Alpert MD","doi":"10.1002/aet2.11006","DOIUrl":"https://doi.org/10.1002/aet2.11006","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141304269","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":"Incorporating implementation science principles into curricular design","authors":"Michael Gottlieb MD,&nbsp;Julie Bobitt PhD,&nbsp;Pavitra Kotini-Shah MD,&nbsp;Shaveta Khosla PhD, MPH,&nbsp;Dennis P. Watson PhD","doi":"10.1002/aet2.10996","DOIUrl":"https://doi.org/10.1002/aet2.10996","url":null,"abstract":"<p>Implementation science (IS) is an approach focused on increasing the application of evidence-based health interventions into practice, through purposive and thoughtful planning to maximize uptake, scalability, and sustainability. Many of these principles can be readily applied to medical education, to help augment traditional approaches to curriculum design. In this paper, we summarize key components of IS with an emphasis on application to the medical educator.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141156512","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":"FOAM authorship: Who's teaching our learners?","authors":"Andrew Grock MD,&nbsp;Tiffany Fan MD,&nbsp;Max Berger MD,&nbsp;Jeffrey Riddell MD","doi":"10.1002/aet2.10995","DOIUrl":"https://doi.org/10.1002/aet2.10995","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Free open-access medical education (FOAM) is extremely popular among learners and educators despite lacking the traditional peer review process. Despite the potential for inaccurate, low-quality, or biased content, little has been published describing FOAM authors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed a cross-sectional analysis of 12 months of content from the top 25 blogs in the 2020 Social Media Index from August 2020–2021. We recorded the number of posts per site and descriptive characteristics of authors, including gender affiliation, conflicts of interest (COI) statements, and type of practice (academic, community, or hybrid).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We identified 2141 posts by 1001 authors. More than half were produced by six websites: EM Docs (266), Life in the Fast Lane (232), EMCrit (188), ALiEM (185), Don't Forget the Bubbles (181), and Rebel EM (174). Most content (1680 posts, 78.5%) lacked a COI statement. Authors were mostly academic (89%), mostly held MD degrees (67.4%), and were mostly men (59.7%). Geographically, most FOAM authors reside in the United States (59.5%), Canada (22.42%), or the United Kingdom (9.4%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Of all the posts in the top 25 sites in 2020, more than half came from six sites, and authors were largely North American men in academics with MD degrees. Learners, content creators, and educators should consider the ways in which a more diverse authorship pool might bring value to the FOAM educational experience.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.10995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141164806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A national pilot study on simulation-based upstander training for emergency medicine clinicians","authors":"William Mundo MD, MPH,&nbsp;Jordan Vaughn MD,&nbsp;Adetoriola Odetunde MD,&nbsp;Tai Donovan,&nbsp;Al'ai Alvarez MD,&nbsp;Kristyn Smith DO,&nbsp;Cortlyn Brown MD, MCSO,&nbsp;Italo Brown MD,&nbsp;Suchismita Datta MD,&nbsp;Samreen Vora MD,&nbsp;Jacqueline Ward-Gaines MD","doi":"10.1002/aet2.10990","DOIUrl":"https://doi.org/10.1002/aet2.10990","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study assesses the effectiveness of clinical simulation-based training in boosting self-perceived confidence for using upstander communication skills to confront racism, discrimination, and microaggressions (RDM).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted an observational cohort study with emergency medicine professionals at the 2023 Scientific Assembly of the American Academy of Emergency Medicine in New Orleans, Louisiana. The study featured a clinical simulation-based training on upstander communications skills session followed by small- and large-group debriefs. Participants completed pre- and post-training questionnaires assessing demographics and confidence in health equity competencies. This survey was used in a previous study with emergency medicine residents. Data were analyzed using an independent Student's <i>t</i>-test, with a significance threshold of 0.05.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-two individuals participated in the simulation-based training, and 24 completed surveys, with a 75% response rate. Most participants were non-Hispanic (24, 85.7%) and women (18, 64%), with racial demographics mostly White (8, 28.6%), Black or African American (8, 28.6%), and Asian (6, 21.4%). After the workshop, there was a notable increase in self-perceived ability and confidence in identifying RDM (from 7 ± 3.2 to 8.6 ± 1.6, <i>p</i> &lt; 0.003), using upstander communication tools (from 6.1 ± 3.5 to 8.5 ± 1, <i>p</i> &lt; 0.0001), and the likelihood of intervening in RDM situations (from 7.1 ± 3.3 to 8.8 ± 1.1, <i>p</i> &lt; 0.0002).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The clinical simulation-based training significantly improved participants' confidence and self-perceived ability to address RDM in simulated clinical environments. This training method is a promising tool for teaching health equity topics in clinical medicine.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141096396","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":"Implementation of a workshop for mass casualty incident triage training using an immersive virtual reality simulation","authors":"Nicholas E. Kman MD,&nbsp;Jillian McGrath MD,&nbsp;Ashish R. Panchal MD, PhD,&nbsp;Matthew Malone MD,&nbsp;Travis Sharkey-Toppen MD, PhD,&nbsp;David P. Way MEd","doi":"10.1002/aet2.10939","DOIUrl":"https://doi.org/10.1002/aet2.10939","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We offered a workshop at the 2023 annual meeting of the Society for Academic Emergency Medicine to teach the Sort–Assess–Lifesaving Interventions–Treatment/Transport (SALT) triage protocol for responding to mass casualty incidents (MCIs) using an immersive virtual reality (VR) simulator. Here, we report workshop outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>After a 1-h didactic on the basics of triage protocols, workshop participants rotated through three skill stations at which learners learned how to use the VR headset and controllers, practiced applying SALT triage skills through a tabletop exercise, and then finally used our VR simulator for training responses to MCIs. During their encounter with VR, participants applied their new knowledge to triaging and treating the victims of an explosion in a virtual subway station. After a brief orientation, participants entered the scene to treat and triage virtual patients who had various life-threatening (e.g., acute arterial bleed, penetrating injury, pneumothorax, amputations) and non–life-threatening injuries (lacerations, sprains, hysteria, confusion). The simulator generated a performance report for each workshop attendee to be used for debriefing by a skilled facilitator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants were mostly trainees (residents), all of whom properly initiated their encounter with global sort commands (walk and wave) to identify the most critically injured. On average, participants correctly treated 92% of 18 injuries, with all bleeding injuries being properly controlled (tourniquets or wound packing). On average, participants correctly tagged 87.7% of 11 patients, but only took the pulse of 67% of the 11 patients. Learners had difficulty with cases involving embedded shrapnel and properly tagging patients who were stable after treatments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our VR simulator provided a practical, portable, reproducible training and assessment system for preparing future emergency medical systems (EMS) medical directors to teach their EMS professionals the triage and lifesaving intervention treatment skills needed to save lives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S70-S75"},"PeriodicalIF":1.8,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141073690","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":"Let's get active: The use of technology-enhanced audience interaction to promote active learning","authors":"Simanjit K. Mand MD,&nbsp;Stephen J. Cico MD, Med,&nbsp;Mary R. C. Haas MD, MHPE,&nbsp;Nicole E. Schnabel MD,&nbsp;Benjamin H. Schnapp MD, MEd","doi":"10.1002/aet2.10950","DOIUrl":"https://doi.org/10.1002/aet2.10950","url":null,"abstract":"&lt;p&gt;Active learning, the process of engaging learners to partake in their education through participation and discussion, has gained significant traction in medical education over the past decade.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Active learning methods enhance audience attentiveness and overall educational enjoyment.&lt;span&gt;&lt;sup&gt;2-4&lt;/sup&gt;&lt;/span&gt; Recent literature also highlights enhanced knowledge acquisition and retention with active learning approaches compared to passive learning methods, indicating both immediate and potential long-term benefits.&lt;span&gt;&lt;sup&gt;2, 3, 5-10&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Active learning, however, has potential drawbacks. Within large group settings, it can inadvertently lead to learners feeling anxious, ashamed, or inadequate compared to their peers if it exposes knowledge gaps. This can hinder their ability to engage fully in the learning process.&lt;span&gt;&lt;sup&gt;11, 12&lt;/sup&gt;&lt;/span&gt; It remains necessary to ensure learners are provided with psychological safety to concentrate solely on the learning task at hand without the risk of feeling self-conscious among their peers.&lt;span&gt;&lt;sup&gt;13&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Technology-enhanced audience interaction offers the advantage of promoting active learning while still ensuring psychological safety for learners. These platforms enable participation with the option of anonymity, addressing learner concerns about potential negative exposure to knowledge deficits and creating a supportive learning environment by encouraging participation by all.&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt; The versatility and diversity of options for engagement can allow for easy integration into a variety of existing educational resources. While technology-enhanced audience interaction can be used in a variety of educational environments and situations, here we explore key considerations for use in large group settings.&lt;/p&gt;&lt;p&gt;Technology-enhanced audience interaction can be accomplished using a variety of different software programs; factors related to the presentation content, targeted learners, software characteristics, and learning environment may influence the optimal software choice for a given learning activity. Software selection will first depend on the objectives of the presentation and intended level of learner participation. Presenters may wish to use certain software to gamify content (e.g., multiple-choice questions, polls) to assess learner recall and retention of subject matter while encouraging friendly competition to maintain attention. Others may wish to use software to perform a real-time needs assessment of their audience to tailor education delivery; presenters can ask learners questions and, based on accuracy of responses, focus subsequent teaching material on topics which the learners have not yet mastered. Even further, a presenter may want to choose software that offers whiteboards to facilitate discussion-based sessions and collaborative knowledge building in environments such as a flipped-classroom.&lt;/p&gt;&lt;p&gt;While certain l","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S50-S55"},"PeriodicalIF":1.8,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.10950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141069142","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":"The importance of peer review skills: Value and necessity of training residents to ensure continued scientific excellence","authors":"Dan Mayer MD,&nbsp;Carly Eastin MD,&nbsp;Bryan Kane MD,&nbsp;Sangil Lee MD,&nbsp;Joshua Davis MD,&nbsp;Teresa M. Chan MD, MHPE, MBA","doi":"10.1002/aet2.10940","DOIUrl":"https://doi.org/10.1002/aet2.10940","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S76-S79"},"PeriodicalIF":1.8,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141069121","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":"We outside: Modeling equity-centered, antiracist, community-driven partnerships in resident education","authors":"John Lewis MD, MS,&nbsp;Anisha Turner MD, MBA,&nbsp;Thea James MD, MPH, MBA,&nbsp;Italo Brown MD, MPH,&nbsp;Lauren Tamara Wilson MD","doi":"10.1002/aet2.10984","DOIUrl":"https://doi.org/10.1002/aet2.10984","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Community engagement is increasingly recognized as a necessity in addressing intractable racial and ethnic health disparities in the United States. However, institutions have not adequately trained resident physicians in developing symbiotic community partnerships that preserve community autonomy and identity without exploitation. Our goals were to highlight the experiences of expert academic emergency physicians in creating innovative, community-driven, and anti-racist solutions to achieving measurable equity in health outcomes and to introduce a novel framework entitled the Social Change Method to take a community-embedded intervention from concept to creation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The methodology was based on the development of a didactic session at the 2023 SAEM Annual Meeting. The three novel initiatives discussed were Emergency Medicine Remix (EMR); Trust, Research, Access, and Prevention (TRAP) Medicine; and The Health Equity Accelerator (HEA). A team of multi-institutional experts convened to develop the session objectives through priority setting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our expert panel discussed successes and challenges encountered while using evidence-informed strategies to conduct their community-based programming. Participant questions were centered on fostering sustainability, emphasizing the importance of carefully crafted interventions in the face of uncertain legislative challenges and strategies to empower others.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Emergency medicine residency education should incorporate training on methods to leverage community partnerships to improve individual and community health outcomes. The Social Change Method can be used as a conceptual framework to generate easily re-creatable and scalable partnerships that establish trust and forge relationships that honor identity and autonomy without exploiting community members.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S36-S42"},"PeriodicalIF":1.8,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141069173","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":"Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education","authors":"Michael Hrdy MD,&nbsp;Emily M. Tarver MD,&nbsp;Charles Lei MD,&nbsp;Hillary C. Moss MD,&nbsp;Ambrose H. Wong MD, MSEd, MHS,&nbsp;Tiffany Moadel MD,&nbsp;Lars K. Beattie MD,&nbsp;Michael Lamberta MD,&nbsp;Stephanie B. Cohen DO,&nbsp;Michael Cassara DO, MSEd,&nbsp;Michelle D. Hughes MD,&nbsp;Aga De Castro MD, MPH,&nbsp;Nidhi Sahi MD, FRCP, MSc,&nbsp;Tina H. Chen MD","doi":"10.1002/aet2.10981","DOIUrl":"https://doi.org/10.1002/aet2.10981","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Generation Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>The Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG-EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation-based education (SBE) and actively involved in EM residency education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Unique treatment/analysis</h3>\u0000 \u0000 <p>Through primary and secondary literature searches, the SLANG-EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self-paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for educators</h3>\u0000 \u0000 <p>Instructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small-group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner-centered debriefing, rapid-cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner-centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student-centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, “Delivering Effective Education to the Next Generation,” at the 2023 SAEM Annual Meeting.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 S1","pages":"S56-S69"},"PeriodicalIF":1.8,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141069062","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}