AEM Education and Training最新文献

{"title":"Randomized crossover trial comparing two open surgical cricothyrotomy techniques","authors":"Ezra Suria MBBS,&nbsp;James L. Mallows MBBS, Med, FACEM,&nbsp;Mark D. Salter MBBS (Hons), PgDip (Med Tox), FACEM","doi":"10.1002/aet2.11066","DOIUrl":"https://doi.org/10.1002/aet2.11066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Emergency cricothyrotomy is a life-saving procedure that is performed in “can't intubate can't oxygenate” scenario. A recent study comparing an open surgical technique using a bougie and endotracheal tube (ETT) with a Seldinger technique using the Cook Melker catheter showed that the open technique was quicker but suggested that the open technique could be quicker if using the Melker catheter instead of a bougie and ETT. The objective of this study was to compare the surgical technique using bougie and ETT with an open technique using the Melker catheter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomized crossover trial was conducted involving emergency physicians (EPs) and trainees. Participants performed both techniques in succession on an airway model, with the technique performed first being randomized for each participant. The primary outcome was time to first insufflation of the artificial lung. Participants also indicated their comfort with each technique on a 5-point Likert scale and which technique they preferred.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Seventeen EPs and 19 trainees participated. The Melker catheter technique was performed quicker with a mean time of 29.2 s versus 44.3 s for the bougie/ETT technique (difference 15.1 s, 95% confidence interval 10.8–19.4 s). The Melker catheter was most preferred by participants (61% vs. 39%). There was no significant difference in the comfort ratings between each technique. Time to model lung insufflation was not affected by training level or time since last performed a cricothyrotomy, either real or simulated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The Melker catheter was quicker to perform and the most preferred by participants.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423534","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":"Fundamentals of telehealth: A learning compendium for residents","authors":"Lulu Wang MD,&nbsp;Shruti Chandra MD, MEHP,&nbsp;Christopher J. Nash MD,&nbsp;Anthony (Tony) Fabiano MD,&nbsp;Peter C. Hou MD,&nbsp;David C. Whitehead MD, MBA,&nbsp;Alexander Kolkin MD,&nbsp;Milos Tomovic MD, MBA,&nbsp;Emily M. Hayden MD","doi":"10.1002/aet2.11059","DOIUrl":"https://doi.org/10.1002/aet2.11059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Telehealth is an integral part of modern care delivery. Accordingly, accrediting bodies have recognized the importance of telehealth in trainee education. In 2021, the Association of American Medical Colleges (AAMC) published a report identifying telehealth learner core competencies in six domains: patient safety and appropriate use, access and equity, communication, data collection and assessment, ethical practices and legal requirements, and technology for telehealth. We present here a Fundamentals of Telehealth Resource Compendium for residents that fulfills these competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The compendium was curated by a group of telehealth subject matter experts from the Society for Academic Emergency Medicine (SAEM) Telehealth Interest Group, through a structured iterative process. Authors performed a literature review for open-source telehealth educational resources. Each resource was rated for quality by two reviewers using the rMETRIQ score (Revised Medical Education Translational Resources: Impact and Quality). Resources with the highest composite rMETRIQ reviewer score were included in the final collection.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Scores for resources ranged from 2 to 21 (with a maximum possible rMETRIQ score of 21). Of 201 resources reviewed and rated, 57 were included in the final collection. A Fundamentals of Telehealth section was added as an introduction (five resources)—these resources did not undergo the rMETRIQ scoring process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This telehealth compendium is a resource from which residency programs can further tailor site-specific training. Alternatively, an individual can use this compendium as a self-study tool to gain a basic understanding of telehealth and its intersection with emergency medicine. Note that while this compendium is designed for the resident-level learner, it is easily adaptable to a learner of any level, as many underlying concepts remain the same.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423509","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":"Analysis of emergency medicine clerkship grades by identification as underrepresented in medicine (URiM) versus non-URiM","authors":"Kevin Walsh MD,&nbsp;Joseph House MD,&nbsp;Elizabeth Holman DrPH,&nbsp;Laura R. Hopson MD, MEd","doi":"10.1002/aet2.11045","DOIUrl":"https://doi.org/10.1002/aet2.11045","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous studies identified racial differences in core clinical clerkship evaluations and components of residency applications, including the medical school performance evaluation and standard letter of evaluation. However, there are no studies that have examined grading differences in the emergency medicine (EM) clerkship. Our goal was to determine whether there are differences in EM clerkship grades and its components (National Board of Medical Examiners [NBME] exam scores and clinical assessments) between underrepresented in medicine (URiM) and non-URiM students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This retrospective sample was drawn from University of Michigan Medical School students with graduation year (GY) 2021 or 2022 who completed the required EM clerkship. We compared overall composite scores on the EM clerkship, EM NBME exam score, and clinical assessments between URiM and non-URiM students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 334 students completed an EM rotation in GY 2021 and 2022. Eleven students with “missing” race data were excluded. Fifty-two (16.1%) identified as URiM while 271 (83.9%) identified as non-URiM. Non-URiM students significantly outperformed the URiM group (non-URiM mean 81.2, URiM mean 77.6; <i>p</i> = 0.0001). There was no statistically significant difference for clinical performance (6.71 vs 6.49 <i>p</i> = 0.057). Overall clerkship grades differed, as URiM students had higher percentages of “pass” grades (32.7%) and lower percentages of “honors” grades (40.4%) than non-URiM students (13.7%, 59.4%). When controlling for NBME shelf exam score, there were still differences in outcomes between URiM and non-URiM students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There are grading differences between students who identified as URiM and non-URiM. There is a statistically significant difference with respect to outcomes on NBME shelf exam scores, which is responsible for a portion of these differences; however, when controlled for NBME scores, there was still a difference between these two groups. This calls for a change in how students are evaluated to address equity concerns in clinical assessments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389312","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":"Exploring the presence and roles of humility when experiencing situations of uncertainty","authors":"Barret Michalec PhD,&nbsp;Dimitrios Papanagnou MD, MPH,&nbsp;Leela Raj BA,&nbsp;Henriette Lundgren PhD,&nbsp;Karen E. Watkins PhD,&nbsp;Victoria J. Marsick PhD,&nbsp;Deborah Ziring MD,&nbsp;Urvashi Vaid MD, MS","doi":"10.1002/aet2.11055","DOIUrl":"10.1002/aet2.11055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Uncertainty is a pervasive challenge in clinical practice. Whereas the importance of humility in navigating uncertainty has been discussed, empirical research on how humility is practiced or expressed (i.e., humility in action) is lacking. This study examines humility's presence and role in physicians' uncertainty experiences during the COVID-19 pandemic. The objectives were to determine if and how humility presented in physicians' reflections on uncertain situations during the height of the COVID-19 pandemic and to explore potential roles of humility in managing uncertainty.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>After intercoder reliability was established, four members of the author team utilized qualitative data analysis software to conduct a secondary analysis of critical incident interviews with 12 physicians (seven ED and five ICU physicians) about experiences with uncertainty while caring for COVID-19 patients. To identify if humility was present in situations of uncertainty, the authors deductively coded transcripts for key elements of humility based on previously published conceptualizations by Tangney (2000) and Gruppen (2015). Additionally, the authors examined code co-occurrence to identify clusters of humility and conducted a thematic analysis to uncover potential roles of humility and what humility “looks like” in clinical situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Aspects of humility were frequently present in physicians' narratives. Acknowledgment of shortcomings was most common. Acceptance of limitations, openness, and perspective-taking frequently co-occurred. Two key themes emerged: humility allowed physicians to trust their training despite uncertainty and enabled pivoting and adapting to new information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings suggest that humility facilitates managing uncertainty by promoting trust in abilities and enabling flexibility and openness. Formal training in humility may better prepare clinicians for uncertainty. Further research should explore nuances of humility across clinical situations and types of uncertainty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025142","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":"Prevalence and characteristics of group standardized letters of evaluation in emergency medicine: A cross-sectional observational study","authors":"Morgan Sehdev MD,&nbsp;Daniel J. Egan MD,&nbsp;Sharon Bord MD,&nbsp;Cullen Hegarty MD,&nbsp;Eric Shappell MD, MHPE","doi":"10.1002/aet2.11057","DOIUrl":"10.1002/aet2.11057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The standardized letter of evaluation (SLOE) for emergency medicine (EM) is a well-established tool for residency selection. While previous work characterizes the utility and outcomes related to SLOE use, less is known about SLOE authorship patterns and trends.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The objective was to measure the prevalence of group SLOEs in EM over time, characterize the role groups represented in group SLOEs, and compare the rating practices of groups of authors versus single authors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>SLOE data from 2016 through 2021 were obtained from the CORD database. An algorithm was developed to process SLOE author fields to accomplish three tasks: (1) determine whether the SLOE was written by an individual or a group, (2) determine the number of named letter writers on group SLOEs, and (3) identify roles of individuals listed on group SLOEs. A total of 150 SLOEs were randomly selected for review by the study team to use as a standard to which algorithm performance was compared. Mean ratings were compared for (1) individual versus group SLOEs and (2) individual SLOEs from clerkship directors (CDs) versus others.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 40,218 SLOEs met inclusion criteria. The algorithm performed well in detecting group SLOEs, authors, and titles. Institutions submitting only SLOEs written by a group of authors increased from 31.4% to 54.5%. Authors per group SLOE increased from 3.4 in 2016 to 4.0 in 2021. Mean ratings were slightly higher in individual SLOEs compared to group SLOEs. Individual SLOEs from non-CDs had higher ratings compared to those from CDs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The proportion of SLOEs authored by groups increased over the study interval. Grading practices are similar between group SLOEs and individual SLOEs authored by CDs. Individual SLOEs from non-CDs had slightly higher ratings compared to the other groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972496","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":"Metaverse technologies in acute care medical education: A scoping review","authors":"Justine Lau MD,&nbsp;Nicholas Dunn MD,&nbsp;Marianna Qu MD,&nbsp;Rebecca Preyra MD,&nbsp;Teresa M. Chan MD, MHPE, MBA","doi":"10.1002/aet2.11058","DOIUrl":"10.1002/aet2.11058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The concept of the metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to metaverse's utility in collaborative and immersive simulation, it can be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in educational metaverse use, which has yet to be characterized alongside other simulation modalities literature. This scoping review aims to provide a comprehensive overview of all research describing metaverse use in education for emergency, critical, and acute care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used Arksey and O'Malley's framework with the Levac et al. modifications to conduct a scoping review by searching these five databases (MEDLINE, EMBASE, ERIC, Web of Science, and Education Source). The framework comprises six steps: (1) identifying the research question; (2) identifying relevant literature; (3) study selection; (4) data extraction; (5) collating, summarizing, and reporting data; and (6) consultation with key informants. Relevant themes and trends were extracted and mapped for reporting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search yielded 8175 citations, which ultimately led to data extraction from 65 articles. Studies evaluated metaverse programs for the learning and assessment of both technical skills (management of code blue, sepsis, stroke, etc.) and nontechnical skills (e.g., interprofessional collaboration, communication, critical decision making). Barriers to metaverse implementation include technical challenges and difficulty evaluating educational effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results of this scoping review highlight the current applications of metaverse as an educational tool, its identified strengths and weaknesses, and further comparison between metaverse and other educational modalities such as high-fidelity simulation. This work provides direction for future primary and secondary research that can aid educational programmers and curriculum planners in maximizing metaverse potential in emergency, critical, and acute medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11724698/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972495","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 versus in-person didactic modalities: A national survey of emergency medicine residencies","authors":"Emily L. Jameyfield MD, MHPE,&nbsp;Charles W. Kropf MD, MHPE,&nbsp;Jason J. Lewis MD,&nbsp;Christopher Reisig MD, MA,&nbsp;Jenna Thomas MB, BCh, BAO, MHPE","doi":"10.1002/aet2.11056","DOIUrl":"10.1002/aet2.11056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Following the widespread shift from in-person to virtual delivery of didactics during the COVID-19 pandemic, some emergency medicine (EM) residency programs have retained virtual didactic time while others have returned exclusively to in-person didactics. In this national survey of EM residency programs, we explored the current national distribution of virtual versus in-person didactic time and the circumstances and motivators for use of each.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey with branched logic was designed via Qualtrics. Distribution was via a Council of Residency Directors in Emergency Medicine (CORD) listserv; nonresponding programs were emailed directly with subsequent reminders. Analysis and descriptive statistics were calculated via Microsoft Excel. All authors performed thematic analysis of narrative comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We received responses from 174 of 281 programs (61.9%). “Hybrid” programs utilizing both in-person and virtual time represented 51.7% of respondents, and the remaining 49.3% used in-person didactics only. Among hybrid programs, 77.3% utilized in-person conferences greater than 75% of the time. Simulation (100%) and procedural teaching (99%) were most strongly preferred in person, and oral boards practice (30.2%) was supported virtually. The most common motivations for in-person delivery were perceived impact on resident and/or faculty learning (86.8%), perception of resident engagement (79.3%), community building (74.7%), type of learning sessions (70.1%), and perceived impact on resident and/or faculty wellness (59.8%). Top reasons for choosing virtual didactics were perceived convenience for residents (75.6%) or faculty (60.0%) and perceived impact on resident and/or faculty wellness (43.3%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Nationwide, EM residency programs spend most didactic time in person. Modality choice is influenced by didactic content as well as sociocultural considerations. Future investigation into the validity of perceptions that participants are more engaged and learn better with in-person didactics is warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903718","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":"Unveiling the gaps: Assessing LGBTQIA+ inclusivity on emergency medicine residency websites—An analysis of pronoun usage, diversity pages, and LGBTQIA+ sections","authors":"Eliot H. Blum MD,&nbsp;Michelle D. Lall MD, MHS,&nbsp;Christopher S. Awad MD, MBA,&nbsp;Lauren Jenkins BS,&nbsp;David R. G. Kulp MSc,&nbsp;Khiem H. N. Hoang MD","doi":"10.1002/aet2.11054","DOIUrl":"https://doi.org/10.1002/aet2.11054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Despite progress in promoting diversity, equity, and inclusion (DEI) in medical education, lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and more (LGBTQIA+) individuals remain underrepresented and often face barriers to equitable advancement. Emergency medicine (EM) residency programs are instrumental in creating inclusive environments that attract diverse applicants and support LGBTQIA+ trainees. Since the COVID-19 pandemic's shift to virtual recruitment, residency websites have become vital tools for communicating DEI initiatives. This study examines LGBTQIA+ inclusivity on EM residency websites, focusing on the visibility of resident pronouns, diversity pages, and LGBTQIA+ subsections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a review of 282 EM residency program websites listed on the Electronic Residency Application Service (ERAS) between August and October 2023. Websites were assessed for the presence of pronouns on resident biographies, dedicated diversity pages, and LGBTQIA+ content. Data were stratified by geographic region and analyzed using descriptive statistics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among the websites reviewed, 4.3% displayed resident pronouns, 31.2% had dedicated diversity pages, and 3.9% included LGBTQIA+ subsections. The Midwest region had the highest proportion of programs featuring resident pronouns (5/70), while the West region led in diversity pages (14/32) and LGBTQIA+ content (4/32).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The limited visibility of LGBTQIA+ content and pronouns across EM residency websites suggests an underutilization of online platforms to promote inclusivity. With virtual recruitment now standard, these websites are critical for conveying program culture to prospective applicants. Displaying pronouns, DEI pages, and LGBTQIA+-specific content can foster a welcoming environment and signal support to diverse applicants. Programs in regions with stronger DEI representation could serve as models for others, sharing best practices in promoting inclusivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Enhancing DEI visibility on EM residency websites may positively influence perceptions and engagement among LGBTQIA+ applicants, fostering more inclusive and equitable training environments that align with the needs of diverse trainees in emergency medicine.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142868847","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":"Square pegs in round holes: How do pediatric emergency medicine fellowship program directors fit graduates of emergency medicine residencies into their programs?","authors":"Anne P. Runkle MD,&nbsp;Marianela Feliu MD, MS,&nbsp;Charmaine B. Lo PhD, MPH,&nbsp;David P. Way MEd,&nbsp;Jennifer Mitzman MD","doi":"10.1002/aet2.11051","DOIUrl":"https://doi.org/10.1002/aet2.11051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Pediatric emergency medicine (PEM) fellowship directors can interview candidates from either pediatric or EM residency programs. Currently, most candidates are pediatricians; however, because emergency physicians have attributes that could benefit PEM, our goal was to investigate facilitators and barriers to training more of them to become PEM physicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We surveyed U.S. PEM fellowship program directors (PDs) about their program's recruitment practices: Do they recruit only pediatricians or mostly pediatricians with an occasional emergency physician or do they actively recruit both? We solicited volunteers from each recruitment group for interviews. These were recorded, transcribed, and thematically coded using summative content analysis. Comments were cataloged into themes that were philosophical or logistic in nature and those that might facilitate (drivers) or serve as barriers (restrainers) to the inclusion of emergency physicians in PEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We received 50 of 86 (58%) survey responses, 29 (34%) of whom volunteered for interviews. The 17 volunteers we selected for interviews generated 13 themes that fell into the four major theme categories: four philosophical drivers, three logistic drivers, two philosophical restrainers, and four logistic restrainers. Program groups differed with regard to the inclusion of emergency physicians. Most limiting were the impact of variable program length and the implicit belief that pediatricians are best suited to treat children. Most beneficial is the recognized value of EM graduates to the field of PEM.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While PDs acknowledged a growing need for PEM physicians, particularly in community hospitals, and that emergency physicians would contribute to PEM, they also identified the logistical burden of including them in programs primarily designed for pediatricians. This burden involves maintaining separate curricula for EM graduates and finding emergency physician faculty to serve as mentors. PDs also expressed a desire for resources to guide the integration of more emergency physicians into their programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.11051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142861810","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":"Deaf culture awareness among physicians and advanced practice providers in the emergency department: A multicenter study","authors":"Luke Johnson MD,&nbsp;Stefani Schmitz MD,&nbsp;Kevin Dillon MD,&nbsp;Emily Mudrick RN, MSEd,&nbsp;Shivram Kumar MBBS, MPH,&nbsp;Courtney Jones PhD,&nbsp;Jason Rotoli MD","doi":"10.1002/aet2.11050","DOIUrl":"10.1002/aet2.11050","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background and Objective&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In areas with a large Deaf/hard-of-hearing (DHH) population, emergency medicine (EM) providers may benefit from cultural awareness training as this has been shown to foster delivery of more equitable care in other minority populations. Rochester, New York, has been touted to be the home to the largest per-capita DHH population in the United States. Given the large local DHH community and DHH professionals working in Rochester, University of Rochester (UR) providers likely have higher exposure to DHH people than most other EM providers in the United States. All UR providers receive annual institutional cultural sensitivity e-training that includes information about the DHH community. In addition to the e-training, the UR EM residents also receive a workshop during intern year and recurrent DHH culture education throughout their residency. The purpose of this study was to measure impact of preexisting cultural sensitivity training and higher DHH person exposure on DHH cultural awareness in UR providers compared to non-UR EM providers who may have lower DHH person exposure and culture training.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In this cross-sectional study, a survey on DHH cultural awareness was distributed to UR and Emergency Research Network in the Empire State (ERNIES) emergency departments. As surrogates for cultural awareness, the survey evaluated providers’ exposure, knowledge, comfort, and attitudes to Deaf culture. Descriptive statistics were employed to characterize the sample. Bivariate analysis was performed to compare UR provider responses to others using chi-square and Fisher's exact testing.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Of 83 recruited participants, 75 providers completed the survey, and 53/75 (71%) responders were from UR. While high percentages of UR and non-UR participants reported seeing DHH patients recently (98% vs. 96%, respectively), one-third (24/75) of all participants reported having no experience or training on Deaf culture. Compared to only 10% of other providers, one-third of UR providers were better able to identify cultural nuances within the DHH community (&lt;i&gt;p&lt;/i&gt; = 0.01). UR providers were significantly less comfortable communicating with Deaf patients via lipreading, which is typically an unreliable/unsafe mode of communication (11% vs. 69%, &lt;i&gt;p&lt;/i&gt; = 0.002). When knowledge was assessed, UR providers better identified Deaf patient rights in a clinical setting (89% vs. 77%, &lt;i&gt;p&lt;/i&gt; = 0.002). Also, all trainees had significantly higher scores on questions related to Deaf culture compared to all advance practice providers and attendings (mean scores 6.86 vs. 6.06 and 6, respectively, &lt;i&gt;p&lt;/i&gt; = 0.0","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819648","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}