{"title":"加强急诊医学住院医师的过渡：结构导向计划对舒适和准备的影响","authors":"Jessica Baez, Erin McDonough","doi":"10.1002/aet2.70080","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Emergency medicine (EM) training programs vary in how residents are exposed to clinical responsibilities. Transitioning to new roles often causes stress and uncertainty. Structured orientation programs may alleviate these challenges.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We implemented three role-specific orientation sessions targeting post-graduate year (PGY)-2, PGY-3, and PGY-4 EM residents at a 4-year residency program. Pre- and post-surveys measured comfort with clinical, supervisory, and system-based skills. Paired <i>t</i>-tests assessed changes.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>All three orientation sessions significantly improved self-reported comfort across various domains. Participating PGY-2 residents (<i>n</i> = 10) showed increased preparedness for managing critical conditions. PGY-3 residents (<i>n</i> = 6) demonstrated improved confidence in procedural supervision and knowledge of rare procedures. PGY-4 residents (<i>n</i> = 11) transitioning to attending roles showed the largest gains, particularly in billing and medico-legal domains.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Structured orientation improves EM resident readiness for role transitions. These findings support the integration of targeted educational interventions to enhance performance and preparedness.</p>\n </section>\n </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70080","citationCount":"0","resultStr":"{\"title\":\"Enhancing Emergency Medicine Resident Transitions: The Impact of Structured Orientation Programs on Comfort and Preparedness\",\"authors\":\"Jessica Baez, Erin McDonough\",\"doi\":\"10.1002/aet2.70080\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Emergency medicine (EM) training programs vary in how residents are exposed to clinical responsibilities. Transitioning to new roles often causes stress and uncertainty. Structured orientation programs may alleviate these challenges.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>We implemented three role-specific orientation sessions targeting post-graduate year (PGY)-2, PGY-3, and PGY-4 EM residents at a 4-year residency program. Pre- and post-surveys measured comfort with clinical, supervisory, and system-based skills. Paired <i>t</i>-tests assessed changes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>All three orientation sessions significantly improved self-reported comfort across various domains. Participating PGY-2 residents (<i>n</i> = 10) showed increased preparedness for managing critical conditions. PGY-3 residents (<i>n</i> = 6) demonstrated improved confidence in procedural supervision and knowledge of rare procedures. PGY-4 residents (<i>n</i> = 11) transitioning to attending roles showed the largest gains, particularly in billing and medico-legal domains.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Structured orientation improves EM resident readiness for role transitions. These findings support the integration of targeted educational interventions to enhance performance and preparedness.</p>\\n </section>\\n </div>\",\"PeriodicalId\":37032,\"journal\":{\"name\":\"AEM Education and Training\",\"volume\":\"9 4\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2025-07-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70080\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AEM Education and Training\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/aet2.70080\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AEM Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/aet2.70080","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Enhancing Emergency Medicine Resident Transitions: The Impact of Structured Orientation Programs on Comfort and Preparedness
Background
Emergency medicine (EM) training programs vary in how residents are exposed to clinical responsibilities. Transitioning to new roles often causes stress and uncertainty. Structured orientation programs may alleviate these challenges.
Methods
We implemented three role-specific orientation sessions targeting post-graduate year (PGY)-2, PGY-3, and PGY-4 EM residents at a 4-year residency program. Pre- and post-surveys measured comfort with clinical, supervisory, and system-based skills. Paired t-tests assessed changes.
Results
All three orientation sessions significantly improved self-reported comfort across various domains. Participating PGY-2 residents (n = 10) showed increased preparedness for managing critical conditions. PGY-3 residents (n = 6) demonstrated improved confidence in procedural supervision and knowledge of rare procedures. PGY-4 residents (n = 11) transitioning to attending roles showed the largest gains, particularly in billing and medico-legal domains.
Conclusion
Structured orientation improves EM resident readiness for role transitions. These findings support the integration of targeted educational interventions to enhance performance and preparedness.
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