AEM Education and Training最新文献

{"title":"Educator as Coach: Teaching Clinical Performance Using Wearable Data.","authors":"Sarah H Michael, Cody Brevik, Danielle Miller","doi":"10.1002/aet2.70216","DOIUrl":"https://doi.org/10.1002/aet2.70216","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70216"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309789","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 Second Victim.","authors":"Zongyu Li, Yu Qiao","doi":"10.1002/aet2.70220","DOIUrl":"https://doi.org/10.1002/aet2.70220","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70220"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284286/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309896","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":"Where Evidence-Based Medicine Meets AI: Promise, Pitfalls, and Practice.","authors":"Sangil Lee, Joshua Davis, Ken Milne, Christina Shenvi, Lars K Beattie, Martin Wegman, Laura Melville, Richard D Shih, Bryan Kane","doi":"10.1002/aet2.70210","DOIUrl":"10.1002/aet2.70210","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70210"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284287/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309899","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 Construction and Evaluation of a Pediatric Emergency Medicine Bootcamp for Graduating Emergency Medicine Residents.","authors":"Michael Hrdy, Regina Toto, Marleny Franco, Ellen Szydlowski, Archana Verma, Pamela Fazzio, Khoon-Yen Tay, Megan Lavoie, Jill Posner, Anna Weiss, Eva Delgado","doi":"10.1002/aet2.70223","DOIUrl":"10.1002/aet2.70223","url":null,"abstract":"<p><strong>Background: </strong>Clinical rotations during Emergency Medicine (EM) residency do not provide exposure to the full breadth of Pediatric Emergency Medicine (PEM). Caring for critically ill pediatric patients can be challenging, particularly for newly graduated EM physicians. We developed an educational PEM bootcamp for EM senior residents from a diverse group of training programs to address gaps caused by variability in experiences.</p><p><strong>Development process: </strong>Following Kern's methodology, we based the bootcamp curriculum on results of a previously published needs assessment and educator perspectives. Graduating residents from the EM programs affiliated with our pediatric emergency department (ED) were invited to a one-day PEM bootcamp consisting of team-based simulations, skills stations, and didactics. A retrospective pre-post survey at the day's end assessed for improvement in participants' perceived preparedness for pediatric emergencies and knowledge of PEM topics taught. Nine months later, participants were invited to a follow-up survey to assess the impact of the bootcamp on their transition to independent practice.</p><p><strong>Outcomes: </strong>From 2022 to 2024, 98 residents from 9 distinct programs attended the bootcamp and 84 (86%) completed the end of day survey. There was an increase in the proportion of respondents reporting preparedness to manage pediatric patients, to stabilize pediatric airways, and to perform procedures reviewed. Comments identified respiratory distress management and cardiac disease recognition as lessons to incorporate into future practice. Forty-three participants from the 2022-2024 cohorts completed follow-up surveys. Thirty-seven (86%) reported the bootcamp aided their transition to independent practice.</p><p><strong>Reflective discussion: </strong>This annual one-day PEM bootcamp for our graduating EM residents improved participants' perceived preparedness for pediatric emergencies, bolstered PEM knowledge, and assisted transition to independent practice. This resource-intensive program is sustained by a dedicated team and continued buy-in from a wide variety of EM residency programs and adjusted annually in response to participant feedback.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70223"},"PeriodicalIF":1.6,"publicationDate":"2026-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13284488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309834","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":"They Taught Us to Move Fast, but Also to Stay.","authors":"Pramana","doi":"10.1002/aet2.70215","DOIUrl":"https://doi.org/10.1002/aet2.70215","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70215"},"PeriodicalIF":1.8,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13263236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253681","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":"Board Exam Pass Rates: Impacted by Residency Length or Residency Strength?","authors":"David Wilson, Pauline Wiltz, Alexandra Sappington, Lauren Diercks","doi":"10.1002/aet2.70213","DOIUrl":"10.1002/aet2.70213","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70213"},"PeriodicalIF":1.6,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13255743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253647","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":"Gender and Institutional Differences in Preferred Resident Responses to Biased Statements in Medical Education: A Descriptive, Cross-Sectional Analysis.","authors":"Jeff Druck, Emad Awad, Dustin Blake Williams, William Harousseau","doi":"10.1002/aet2.70206","DOIUrl":"10.1002/aet2.70206","url":null,"abstract":"<p><strong>Background: </strong>Bias and microaggressions remain persistent challenges in medical education, threatening psychological safety and perpetuating inequities. How learners respond to these incidents and the influence of gender and institutional culture on these responses remain underexplored.</p><p><strong>Objective: </strong>To evaluate preferred strategies for responding to biased statements among emergency medicine residents, comparing differences by gender and institutional affiliation.</p><p><strong>Methods: </strong>In this cross-sectional study, an anonymous survey was distributed to residents at two academic institutions: the University of Utah and UT Southwestern. Participants ranked five possible responses to biased comments originating from patients, staff, peers, and learners. Descriptive statistics and Mann-Whitney <i>U</i> tests were used to analyze differences by gender and institution.</p><p><strong>Results: </strong>Among 100 respondents (52% female), the majority preferred active engagement-either addressing the bias directly or collaborating with an attending-across all scenarios. Ignoring bias was consistently the least preferred option. Gender differences were significant in responses to biased staff statements: men showed a stronger preference for addressing the issue themselves (<i>p</i> = 0.005), while women showed a stronger preference for collaborating with an attending (<i>p</i> = 0.03). Institutional differences were also observed (<i>p</i> < 0.05). UT Southwestern residents more often favoring attending-led/collaborative approaches in patient and staff scenarios, whereas University of Utah residents more often favored addressing bias themselves.</p><p><strong>Conclusions: </strong>Residents generally favored proactive responses to biased statements, with distinct differences based on gender and institutional culture. These findings suggest the need for tailored bias response training that considers both individual and organizational factors. Further research should explore how other identity variables (e.g., race, sexual orientation) intersect with response preferences and how institutions can foster environments that empower all learners to address bias confidently.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70206"},"PeriodicalIF":1.6,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13248764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148219937","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: Optimizing the Resident Research Experience.","authors":"Michael Gottlieb, Richard J Gawel, Jaime Jordan, Brit Long, Adaira Landry","doi":"10.1002/aet2.70212","DOIUrl":"10.1002/aet2.70212","url":null,"abstract":"<p><p>Research is important to advance the field of emergency medicine and improve patient care. As such, emergency medicine residents are required to complete a scholarly project during their training. This experience provides an opportunity to enhance their exposure to research, expanding their skillset as both producers and consumers of the medical literature. However, the process may be overwhelming to launch, especially for residents. This Educator's Blueprint will provide 10 strategies for navigating and optimizing the resident research experience. These strategies include providing structured training, creating a research-supportive environment, selecting a project using resident-centric FINER criteria, identifying a research mentor, creating mosaic research experiences, setting expectations, empowering residents, selecting team members for sustainability, providing scaffolding and support during the writing stage, and explaining the peer review process and normalizing rejection or revisions. These strategies will help guide faculty seeking to enhance their learners' research experience.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70212"},"PeriodicalIF":1.6,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13246465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148219957","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":"Virtual Reality Based Rapid Cycle Deliberate Practice for Faculty Maintenance of Procedural Competency.","authors":"Kristen Ng, Will Simmons","doi":"10.1002/aet2.70199","DOIUrl":"https://doi.org/10.1002/aet2.70199","url":null,"abstract":"<p><strong>Background: </strong>Emergency Medicine faculty lack a consistent method to maintain procedural competency. Inadequate faculty proficiency negatively impacts patient safety and resident education. Practice within the clinical environment depends on patient presentation, which is unpredictable. When physicians do engage in procedural practice outside of their clinical duties, sessions may be at inconvenient times, and task trainers often lack durability. Virtual reality offers a solution to these obstacles and can provide automated, individualized feedback.</p><p><strong>Methods: </strong>This pilot randomized trial (<i>N</i> = 15) compared improvement in procedural competency between faculty-mentored practice and virtual reality-mentored practice of the pericardiocentesis procedure. Baseline skills were assessed on a pericardiocentesis task trainer, and post-testing on the same task trainer was conducted 2-6 weeks later. We used analysis of covariance (ANCOVA) to estimate the adjusted mean difference in post-training scores between groups, controlling for baseline scores. A 95% confidence interval (CI) was constructed using 5,000 bootstrap samples.</p><p><strong>Results: </strong>Fifteen participants were randomized (<i>n</i> = 8 intervention, <i>n</i> = 7 control); 14 completed the study. Groups were similar at baseline. In permutation ANCOVA models adjusting for baseline scores, there was no significant difference in post-training scores comparing intervention and control (adjusted mean difference -0.15; 95% CI: -1.93-2.10; <i>p</i> = 0.87).</p><p><strong>Conclusion: </strong>In this pilot study, observed differences between virtual reality-based deliberate practice and traditional mastery learning were small, consistent with noninferiority. Though the small sample size prevents definitive conclusions, the results suggest that virtual reality deliberate practice may be a feasible and effective way for faculty to maintain competency in rare, high-stakes procedures.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70199"},"PeriodicalIF":1.8,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240298/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200295","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":"Defining Ultrasound-Guided Nerve Block Competency for Emergency Medicine: A Delphi-Method Consensus Statement.","authors":"Joseph R Brown, Nhu-Nguyen Le, Anna De Schutter, Danielle Miller, Matthew Riscinti, John Bailitz, Neil Borad, Jen Carnell, David Diller, Andrea Dreyfus, Nicole Duggan, Rob Farrow, Andrew Goldsmith, David Haidar, Rob Huang, Meghan Hurley, Ross Kessler, Judy Lin, Michael Macias, William Manson, Daniel Mirsch, Arun Nagdev, Amit Pawa, Anirudh Ramachandran, Jeff Riddell, Alex Stone, Hilary Stroud, William Gannon Sungar, Katherine Vlasica, Daniel Zeccola, Ryan Tucker","doi":"10.1002/aet2.70207","DOIUrl":"https://doi.org/10.1002/aet2.70207","url":null,"abstract":"<p><strong>Background: </strong>Ultrasound-guided nerve blocks (UGNBs) are increasingly incorporated into multi-modal analgesia in the Emergency Department (ED). Despite their growing adoption, there is no consensus defining when an Emergency Medicine (EM) clinician is competent to perform UGNBs. Training methods, assessment approaches, and credentialing standards remain highly variable across institutions. The objective of this study was to define competency in UGNBs for EM physicians through a modified Delphi method that included national experts in EM and Anesthesia.</p><p><strong>Methods: </strong>A comprehensive librarian-assisted literature review informed the development of a 123-item questionnaire covering four domains: defining competency, teaching methods, assessment methods, and ongoing professional practice evaluation. Twenty-seven experts (23 EM, 4 anesthesiology) representing 24 institutions participated in two rounds of electronic voting and discussion. Consensus was defined a priori as 80% agreement.</p><p><strong>Results: </strong>All 27 panelists (100%) completed both rounds. Of 123 items, 61 achieved consensus: 33 items related to defining competency, 14 to teaching methods, 8 to assessment methods, and 6 to ongoing professional practice evaluation related to UGNBs. There was significant debate regarding the minimum number of UGNBs to determine competency and whether UGNBs should be included as a core ultrasound privilege.</p><p><strong>Conclusion: </strong>This multidisciplinary modified Delphi provides the first national consensus defining competency in UGNBs for both practicing and EM physicians in training. The 61 consensus items offer a structured framework for residency curricula, faculty development, clinical privileging, and quality assurance. These recommendations may help guide forthcoming ACGME requirements and support safe, effective integration of UGNBs into emergency medicine training.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70207"},"PeriodicalIF":1.8,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13238751/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200371","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}