AEM Education and Training最新文献

{"title":"MiSONOgyny.","authors":"Madison Nashu, Sara Schulwolf, Meghan Herbst, Trent She, John Christian Fox","doi":"10.1002/aet2.70194","DOIUrl":"https://doi.org/10.1002/aet2.70194","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70194"},"PeriodicalIF":1.8,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240434/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200283","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":"Ten Years of Academic Medical Center Experience With a Rural Emergency Medicine Rotation.","authors":"Regina C Mysliwiec, David Jones, James Heilman, Mary Tanski","doi":"10.1002/aet2.70209","DOIUrl":"https://doi.org/10.1002/aet2.70209","url":null,"abstract":"<p><strong>Objectives: </strong>Rural emergency departments care for millions of Americans every year. However, most emergency medicine residency programs are based in urban areas, providing trainees with relatively little exposure to the practice of emergency medicine in more austere settings.</p><p><strong>Methods: </strong>In partnership with a rural site dedicated to improving the care delivered to a growing patient population, emergency medicine trained physicians employed by an academic medical center to work at the rural site collaborated with nursing staff and hospital administrators to develop and refine a rural emergency medicine rotation for second-year residents.</p><p><strong>Results: </strong>The rotation is now in its tenth year. As of April 10, 2026, 130 rotations have been completed by 122 unique rotators, six of whom were pediatric emergency medicine fellows. Employment applications from the residency program for attending positions at the rural site increased from zero before the rotation was developed to 19 (between 2016 and 2026). Of 12 emergency physicians currently working at the site, six rotated through the department as residents.</p><p><strong>Conclusions: </strong>Our experience highlights the value of academic medical centers partnering with rural emergency departments to strengthen rural emergency medicine training and recruitment to the rural workforce.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70209"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200316","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 Low-Resource Intervention to Improve Emergency Medicine NBME Scores: Risk Notification and Study Plan Submission.","authors":"Rachel L Day, Nicholas Harrison, Malia J Moore, Audrey Herbert, Anna Bona, Katie Pettit","doi":"10.1002/aet2.70205","DOIUrl":"10.1002/aet2.70205","url":null,"abstract":"<p><strong>Background: </strong>It is unclear what strategies are helpful to support medical students who are at risk of failing required clerkship final examinations, such as the commonly used National Board of Medical Examiners shelf exam (NBME). This study examined whether asking students who performed poorly on their practice Emergency Medicine NBME to create their own study plan, regardless of their chosen study method or resource, would result in better performance on the end of clerkship NBME.</p><p><strong>Methods: </strong>700 students enrolled in a required Emergency Medicine (EM) clerkship were evaluated during the Academic Year (AY) before and after implementation of the study plan requirement (AY-2023 vs. AY-2024). In both AYs, a practice NBME examination was required in addition to the mandatory end-of-clerkship exam, but in AY-2024 students scoring 65 or below on the practice test were required to create a study plan without any specific resource or time-commitment requirements. We compared the relationship between practice and final NBME scores pre/post intervention, using mixed modeling regression for multivariable adjustment of confounders.</p><p><strong>Results: </strong>After implementation of the study plan requirement for students failing the practice test in AY-2024, both the overall NBME shelf exam scores and the rates of High Pass or Honors level final NBME scores rose. The difference in final exam scores between those failing the practice vs. passing it was dramatically smaller and no longer statistically significant between AY-2023 and AY-2024.</p><p><strong>Conclusion: </strong>For medical students that failed the Emergency Medicine NBME practice exam, a simple intervention of notification of potential failure and instruction to develop a study plan was associated with improved outcomes on the final examination, even without any requirement for the format or intensity of the study plan.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70205"},"PeriodicalIF":1.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200308","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":"When SMART Isn't Always Best: An Investigation of Emergency Medicine Resident Goal Setting Practices.","authors":"Fatima Tahir, Shayan Haider","doi":"10.1002/aet2.70208","DOIUrl":"https://doi.org/10.1002/aet2.70208","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70208"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200342","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":"EM Download: Fostering a Growth Mindset in the Emergency Department.","authors":"Samiya Torres, Sreeja Natesan","doi":"10.1002/aet2.70192","DOIUrl":"https://doi.org/10.1002/aet2.70192","url":null,"abstract":"<p><strong>Background: </strong>In the fast-paced environment of the ED, how learners view ability shapes how they respond to feedback. A growth mindset is the belief that skills improve through effort, practice, and support. This mindset can help learners stay resilient and engaged. This EM Download concludes our feedback series by exploring how growth mindset strengthens learning and feedback in emergency medicine.</p><p><strong>Educational strategies: </strong>Educators can encourage growth mindset by normalizing struggle, focusing feedback on progress and strategy, and treating mistakes as part of learning. Reflection, coaching-based conversations, and psychologically safe learning environments further support learner development.</p><p><strong>Impact/effectiveness: </strong>Growth mindset helps learners approach feedback with curiosity rather than fear. In emergency medicine, this can improve resilience, adaptability, and long-term professional growth.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70192"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240535/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200378","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":"Emergency Department Boarding INitiative Gamification Overhaul (ED-BINGO).","authors":"Allan Winger, Kelsey Van Housen, Rebecca Kamens, Jason Gonzalez, Xiao Chi Zhang","doi":"10.1002/aet2.70193","DOIUrl":"https://doi.org/10.1002/aet2.70193","url":null,"abstract":"<p><strong>Background: </strong>Boarding of patients in the Emergency Department (ED) impedes patient flow through the department and deprives medical students of valuable educational opportunities. We designed a curriculum for medical students during their required Emergency Medicine (EM) clerkships aimed to circumvent lost educational opportunities. Participants should gain increased appreciation of interprofessional collaboration, procedural competency, and ED flow.</p><p><strong>Methods: </strong>Students learned of the optional curriculum as they began their required EM clerkship. From August 2023 through January 2024, 120 students were contacted for recruitment into the optional curriculum. Students were provided with an ED-BINGO card with 25 pre-identified patient care activities deemed relevant to EM across 5 different categories. Participants were surveyed regarding educational value and enjoyment on a 5-point Likert scale.</p><p><strong>Results: </strong>The 32 fully completed surveys were evaluated (26.7%), and 16 students (13.4%) reported using the ED-BINGO card during their EM clerkships. Participants reported that the ED-BINGO card tasks were appropriate for their level of training (median: 5, interquartile range (IQR): 1, mean 4.56, standard deviation (STD) 0.68), enhanced their understanding of flow/throughput of the ED (median: 4, IQR: 1.75, mean 3.94, STD 1.22), improved their knowledge/skills (median: 4, IQR: 2, mean 4, STD 1.06), helped them feel more valuable to the team (median score: 5, IQR: 2, mean 3.89, STD 1.49), and should remain a permanent fixture of the rotation (median: 4.5, IQR: 1, mean 4.5, STD 1.01).</p><p><strong>Conclusions: </strong>The ED-BINGO activity for the EM clerkship was perceived by medical students as educationally beneficial and enjoyable. While the limited number of participant respondents precludes any definitive conclusions about its broader effectiveness or its suitability for formal incorporation into the clerkship, the warm reception, especially noted in our student narrative responses, shows promising opportunities for other clerkships to adopt similar activity-driven gamification for self-driven adult learners. Further study with greater response rates would determine whether gamified interventions can meaningfully mitigate the educational challenges posed by ED boarding.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70193"},"PeriodicalIF":1.8,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13238899/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200376","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 Consensus List of Core Competencies in Emergency Airway Management for Graduating Emergency Physicians: A Modified Delphi Study","authors":"Alexander Bracey,&nbsp;Aaron J. Lacy,&nbsp;Michael Gottlieb,&nbsp;Sue Lahey,&nbsp;Ryan N. Barnicle,&nbsp;Sean Dyer,&nbsp;Bryant K. Allen,&nbsp;Samantha J. Boyd,&nbsp;Catherine Burger,&nbsp;Katharine M. Burns,&nbsp;Stephanie C. DeMasi,&nbsp;Brian E. Driver,&nbsp;Kayla Enriquez,&nbsp;Kisa S. King,&nbsp;Michael Macias,&nbsp;Erik K. Nordquist,&nbsp;Verena Schandera,&nbsp;Stacy A. Trent,&nbsp;Scott D. Weingart,&nbsp;Matthew E. Mendes,&nbsp;Joseph R. Brown","doi":"10.1002/aet2.70169","DOIUrl":"https://doi.org/10.1002/aet2.70169","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Study Objective</h3>\u0000 \u0000 <p>Emergency airway management (EAM) is a core competency in emergency medicine (EM), yet no standardized national curriculum exists for EM residency training. The Accreditation Council for Graduate Medical Education (ACGME) currently mandates only 35 endotracheal intubations (ETIs) for graduation, which represents a narrow component of EAM. We sought to define a comprehensive, consensus-based list of EAM competencies for all graduating EM residents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a modified Delphi study to identify essential EAM competencies. An initial list of topics was developed through a structured PubMed literature search, review of existing educational frameworks, and input from EM airway educators. Thirteen national experts in emergency airway management and education participated in iterative rounds of electronic surveys to rate and refine proposed competencies. Topics achieving &gt; 80% agreement were included in the final list. Descriptive statistics were used to summarize agreement across rounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The first-round survey included 215 proposed topics spanning nine domains: principles of airway management, oxygen delivery, basic airway management, tracheal intubation, pharmacology, pediatric airway management, ventilator management, special clinical circumstances, and education. Consensus was achieved after two Delphi rounds and final included topics were narrowed to 148.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Through a modified Delphi process, we developed a comprehensive, expert-derived list of EAM competencies for EM residency graduates. This framework provides a foundation for standardized, competency-based airway education and assessment in emergency medicine and may reduce variability across residency programs nationally and thus ensure preparedness for independent practice in one of the most critical skill domains in our discipline.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167167","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148096784","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":"Emergency Medicine Program Director Perceptions of Declining Qualifying Examination Pass Rates: A National Survey of Program Structure and Board Preparation Practices.","authors":"Ryan F Coughlin, Neelou Weeker, Tara Cassidy-Smith, Kaila Pomeranz, Michael Menowsky, David Jones, Robert J Sobehart, Jaime Jordan, Cassandra Bradby, Nickolas E Srica","doi":"10.1002/aet2.70200","DOIUrl":"https://doi.org/10.1002/aet2.70200","url":null,"abstract":"<p><strong>Objectives: </strong>In 2024, the American Board of Emergency Medicine (ABEM) Qualifying Examination (QE) first-time pass rate declined to 82%, the lowest in recent years. We sought to describe residency program-level structures, preparation practices, and program director (PD) perceptions of factors potentially influencing QE performance across U.S. emergency medicine (EM) residencies.</p><p><strong>Methods: </strong>We conducted a national, cross-sectional survey of EM residency PDs. The survey included twelve items (10 multiple-choice, two free-text) and was piloted prior to distribution. Invitations were emailed to 280 programs with two reminders. Descriptive statistics were calculated for discrete responses, and free-text responses underwent thematic analysis.</p><p><strong>Results: </strong>We analyzed 128 complete responses (46% response rate). Most responding programs were 3-year programs (77%). Primary training sites were academic (45%), community (41%), county (13%), and other (2%). Programs were geographically distributed across the Northeast (33%), South (30%), Midwest (23%), and West (14%). Since 2019, most programs reported three or fewer total QE failures, with 15% reporting none. PDs commonly believed failures occurred immediately after graduation (69%). Thirty-two percent perceived a recent decline in in-training examination (ITE) performance, while 53% reported no decline. Thematic analysis of free-text responses identified three primary PD-perceived factors associated with declining QE pass rates: decreased competitiveness of EM as a specialty, changes in resident study habits, and concerns regarding undergraduate medical education rigor.</p><p><strong>Conclusions: </strong>Across EM residencies, structured board preparation is nearly universal, yet heterogeneity between programs' educational structures exists. Responding PDs expressed concerns regarding the changing landscape of EM competitiveness, resident study habits, and UME rigor. Future work can help triangulate PD perceptions with objective outcomes and link to recently published program-specific QE data.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70200"},"PeriodicalIF":1.8,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200297","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":"SCALES-AI: A Supervision- and Context-Aligned Entrustment Framework for Integrating Artificial Intelligence Into Emergency Medicine Education.","authors":"Carl Preiksaitis, Garrison Nord, Joshua Davis, Rohit Sangal, Cassandra Mackey, Laura Oh, Christian Rose","doi":"10.1002/aet2.70195","DOIUrl":"https://doi.org/10.1002/aet2.70195","url":null,"abstract":"<p><strong>Introduction: </strong>The rapid entry of artificial intelligence (AI) into emergency medicine (EM) education demands a practical way to decide how much autonomy to grant specific tools for specific educational tasks. Existing frameworks are often too technical or too abstract to inform day-to-day decisions, leaving programs at risk of piecemeal adoption that could undermine core training principles and amplify bias.</p><p><strong>Methods: </strong>We developed SCALES-AI (Supervision- and Context-Aligned Levels of Entrustment for AI in Education) through a three-phase process: a targeted literature synthesis extending recent scoping reviews on AI in medical education; three structured 90-minute virtual workshops with a nine-member multidisciplinary working group spanning six institutions and four U.S. geographic regions; and iterative refinement with national stakeholder groups, including an AI-focused subgroup of the SAEM Education Committee, the SAEM Informatics, Data Science & AI Interest Group, and the ACEP AI Task Force.</p><p><strong>Analysis: </strong>SCALES-AI rates AI tools-rather than trainees or faculty-on an entrustment scale for educational (not clinical) use. It links four Foundational Principles (human-centered augmentation, evidence-based scalability, context-specific adaptation, and an ethical foundation) to four Dimensions of Trustworthiness (Ability, Integrity, Benevolence, and Equity). These dimensions inform a five-level entrustment scale (0-5), ranging from \"not appropriate\" to \"full autonomy for low-stakes tasks,\" with supervision intensity and audit cadence matched to level. Re-evaluation is triggered by model, prompt, corpus, or guideline changes and by observed drift. We illustrate application through concrete EM scenarios, including documentation feedback, practice-question generation, simulation debrief support, and portfolio analytics.</p><p><strong>Recommendations: </strong>Programs should adopt graduated entrustment for AI tools, pairing each tool-task decision with explicit scope controls, supervision requirements, and pre-specified re-evaluation triggers. To support implementation and reproducibility, we provide a SCALES-AI Checklist to document tool-task ratings, supervision and scope controls, and monitoring plans, along with a SCALES-AI Inter-Rater Calibration Template to enable local reliability assessment. Although motivated by the high-stakes, time-pressured EM environment, SCALES-AI is generalizable across health professions education. Treating AI-tool trustworthiness as dynamic and context-dependent enables safe, equitable, and auditable adoption while preserving essential human elements of medical training.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70195"},"PeriodicalIF":1.8,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239239/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200310","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}