AEM Education and Training最新文献

{"title":"CBME As a Philosophy of Training: Balancing Fidelity and Flexibility in Emergency Medicine.","authors":"Benjamin Kinnear, Sally A Santen, Tiffany Murano, Holly Caretta-Weyer, Martin Pusic","doi":"10.1002/aet2.70196","DOIUrl":"10.1002/aet2.70196","url":null,"abstract":"<p><p>The 2025 SAEM Consensus Conference: \"Competency-Based Training and Certification: The Future of Emergency Medicine Education\" provided the opportunity to further the development of competency-based medical education (CBME) in Emergency Medicine. This perspective argues that CBME is a flexible philosophy of training rather than a fixed checklist or recipe, and as such can and should manifest variably across contexts and specialties. The authors reason that by viewing CBME as a philosophy, multiple beneficial corollaries follow: (1) CBME training will demand a balance of fidelity of philosophical implementation with necessary context-specific flexibility. (2) Philosophies are dynamic, and as such CBME has already evolved over time and will continue to do so. (3) Medical education has agency to direct such evolution and to choose different philosophies of training if CBME is not delivering what it purports to do. Emergency Medicine is encouraged to approach their work through the philosophy of CBME by embracing CBME principles with training and reframing assessment.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70196"},"PeriodicalIF":1.6,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200327","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":"Starting Off on Solid Ground: A Learning Simulation to Scaffold the Planning Phase of the Master Adaptive Learner for EM Interns.","authors":"Kathryn Lorenz, April Choi, Jeremy Branzetti, Laura Hopson, Michael Gisondi, Linda Regan","doi":"10.1002/aet2.70177","DOIUrl":"https://doi.org/10.1002/aet2.70177","url":null,"abstract":"<p><strong>Background: </strong>Emergency medicine (EM) residency programs must strive to teach adaptive expertise (AE) so that graduates can apply existing knowledge to innovatively address novel problems. The Master Adaptive Learner (MAL) framework describes a structured approach for the development of AE, yet its practical application in medical education, and specifically in EM training, is limited. This study aimed to explore how first-year EM residents approach identifying, prioritizing, and filling knowledge gaps during the planning phase of the MAL framework.</p><p><strong>Methods: </strong>We conducted a prospective qualitative study using a simulation-based learning exercise at two U.S. academic medical centers across two consecutive years. The simulation placed EM interns in a realistic emergency department scenario where they had to independently address knowledge gaps before engaging in guided discussions. Data were collected through surveys and focus groups, transcribed, and thematically analyzed. Knowledge gaps were categorized by type (factual, conceptual, procedural, metacognitive), and success in filling selected gaps was recorded. Intern rationales for gap prioritization and resource selection were examined.</p><p><strong>Results: </strong>Fifty-seven EM interns participated, identifying 305 knowledge gaps, with factual gaps being most common. Participants successfully filled 90% of their top-priority knowledge gaps using resources such as UpToDate and WikEM. Rationales for gap prioritization emphasized clinical urgency (e.g., airway management) and readiness to engage in decision-making and communication. Resource selection was driven by familiarity and perceived efficiency. Interns often explored multiple resources, highlighting intellectual curiosity and desire for conceptual application of knowledge.</p><p><strong>Conclusions: </strong>This study demonstrates that EM interns possess developing skills aligned with the MAL planning phase and can effectively address knowledge gaps through structured learning simulations. Simulation-based exercises offer an impactful method for contextualizing medical education theory and preparing residents for future clinical challenges. These findings support the integration of MAL principles into early residency curricula to promote adaptive expertise development.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70177"},"PeriodicalIF":1.8,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239538/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200348","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148087086","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":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086744","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":"Mitigating Bias in Feedback in the Emergency Department.","authors":"Sreeja Natesan, Samiya Torres, Megan Rivera","doi":"10.1002/aet2.70190","DOIUrl":"https://doi.org/10.1002/aet2.70190","url":null,"abstract":"<p><p>Mitigating bias in learner feedback is critical because it shapes how learners are assessed, the feedback they receive, and the opportunities available to them. Bias in feedback, whether implicit or explicit, has been associated with inequities in training experiences, learner well-being, and advancement opportunities, which may ultimately impact patient care and team dynamics. This EM Download explores practical strategies to recognize and mitigate bias in feedback within the emergency department, fostering more equitable assessments and stronger learner development. These strategies include approaches that can be implemented by both individual educators during clinical shifts and educational leaders designing programmatic assessment systems. In this discussion, \"feedback\" refers to both real-time verbal feedback and written learner evaluations.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70190"},"PeriodicalIF":1.8,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239845/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200334","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 Time-Independent Project Ownership for Fellows (TIPOFF) Model: An Approach to Increase Learner Engagement in Research Training.","authors":"Michael Gottlieb","doi":"10.1002/aet2.70183","DOIUrl":"https://doi.org/10.1002/aet2.70183","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70183"},"PeriodicalIF":1.8,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239626/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200337","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148086745","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":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088035","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":"From Talk to Text: Improving Feedback Concordance With a Simple Intervention.","authors":"Rachael Tesorero, Isabel J Hsu, Beth Holman, Joseph House, Dan Dinh, Laura R Hopson","doi":"10.1002/aet2.70181","DOIUrl":"10.1002/aet2.70181","url":null,"abstract":"<p><strong>Background: </strong>High-quality written feedback is critical to learner development. Actionable feedback is essential in emergency medicine (EM), where students do not consistently rotate with the same supervisor. Medical students frequently report dissatisfaction with feedback due to inadequate quantity, vagueness, and discordance between verbal and written elements. Educational scripts, sometimes referred to as \"scaffolds\", prompt people to respond in a desired manner and show potential as an intervention to encourage clinical feedback.</p><p><strong>Methods: </strong>We incorporated a \"stop and think\" verification question in medical student assessments. Supervisors answered yes or no to the statement: \"I discussed this feedback with the student.\" We hypothesized this would improve students' assessment of feedback quality and verbal-written feedback concordance. Outcomes include three feedback perception questions added to the end-of-clerkship student evaluations and qualitative analysis of the types of narrative feedback provided. We prospectively collected 8 months of assessment data (<i>n</i> = 82) and compared pre-intervention data to 5 months of post-intervention data (<i>n</i> = 49) for length and content.</p><p><strong>Results: </strong>The percentage of students rating the quality of clerkship feedback as excellent or very good remained stable (62% vs. 74%, <i>p</i> 0.76). Students reporting concordance of the verbal and written feedback the majority of the time improved significantly from 72% to 87% (<i>p</i> < 0.001). Importantly, the proportion of students reporting feedback concordance more than 75% of the time increased from 37% to 67%. The content and type of written feedback did not change. The intervention did not change assessment response rate for supervisors or learners (36% vs. 36%; 74% vs. 72%, respectively).</p><p><strong>Conclusions: </strong>A verification question added to student assessment forms can positively impact student perceptions of verbal-written feedback concordance without altering the content of feedback provided, including actionability. This easy-to-implement strategy provides one mechanism to encourage supervisors to provide more feedback to trainees.</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":"e70181"},"PeriodicalIF":1.6,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13240450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200361","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"10 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148076150","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}